<p>General Definition of Work</p> <p>The behavior systems instructional specialist, under moderate supervision, performs instructional programs support work with limited decision-making discretion supporting schools in improving implementation of key behavioral systems and practices through collaboration with school performance areas, school administrators, and other teams. Position is responsible for providing professional development, coaching, and technical support of evidence-based practices related to schoolwide behavior and instructional practices that foster a positive school environment and improve data-based outcomes for all students. Employee performs school-based and district-level work to carry out Board of Education policies under the direction of the Student Discipline & Behavior Support Manager.</p> <p>Qualifications</p> <p>To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</p> <p>Salary/Status</p> <p>Certified Schedule + Instructional Specialist Supplement/ Full-time</p> <p>Reports To</p> <p>Student Discipline & Behavior Support Manager</p> <p>Place of Work</p> <p>The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.</p> <p>Essential Functions</p> <ul> <li>Adhere to all state, federal, and local laws, policies, and procedures </li><li>Develop and deliver professional development, and provide support for behavior practices with a primary focus on improving the knowledge, skills, and performance of educators </li><li>Align school practices with district policies and initiatives regarding student achievement </li><li>Support school teams with developing systematic reviews of policies and procedures </li><li>Collaborate with school administrators, teachers, and relevant teams to provide high quality professional development in the areas of instructional fidelity, data analysis, and program evaluation </li><li>Collaborate with departments to develop and deliver high quality professional development related to classroom management and positive classroom culture </li><li>Support school leaders in identifying, understanding, and addressing school-wide behavioral support needs </li><li>Provide technical assistance to schools on interpreting data to identify supports, recommend and implement strategies, and measure impact </li><li>Support schools with resource mapping to develop data systems for the collection, analysis, and reporting of performance data </li><li>Utilize root cause analysis and data drill down methodology for data analysis and identification of outcome and fidelity trends </li><li>Use available data sources to understand assigned schools' core, supplemental, and intensive needs </li><li>Facilitate access to behavioral resources for school staff </li><li>Foster coaching relationships with school administrators and staff to address resistance to organizational change and builds collective teacher self-efficacy </li><li>Serve as subject matter expert and a significant member of relevant performance area and department teams for improving school culture and behavior practices </li><li>Collaborate with site-based staff and departments to integrate best practices and maintain strategy alignment </li><li>Facilitate use of theories and practices developed through the district's participation in federal research studies </li><li>Utilize adaptive leadership to build school capacity in addressing gaps in student performance </li><li>Reflect upon one's own practice through documentation of coaching activities and participation in case presentation reviews </li><li>Perform related work as assigned or required </li></ul> <p>Knowledge, Skills, Abilities</p> <ul> <li>Comprehensive knowledge of research-based schoolwide behavior practices and evidence-based core behavior practices </li><li>Comprehensive knowledge of staff development practices, procedures, and techniques </li><li>Knowledge of county and school board policies, procedures, and standards </li><li>Knowledge of functional assessment, evidence-based behavioral interventions and behavior modification techniques. </li><li>Knowledge of adult learning strategies to deliver effective asynchronous and synchronous professional development </li><li>Knowledge of PreK-12 developmental stages and social emotional needs </li><li>Knowledge and implementation experience with Positive Behavior Intervention and Support </li><li>Skilled in the use of current software to include word processing, spreadsheets, and desktop publishing applications </li><li>Ability to learn and use specialized tools, equipment or software related to business needs and instructional strategies </li><li>Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations </li><li>Ability to communicate effectively </li><li>Ability to reason, make judgments, and maintain effective working relationships </li><li>Ability to employ positive communication skills in all settings/mediums </li><li>Ability to problem-solve utilizing sound judgment </li><li>Ability to maintain confidentiality regarding school system business </li><li>Ability to take initiative, work independently, and exercise sound judgement </li><li>Ability to develop related charts, graphs, reports, and records pertaining to school planning and strategy </li><li>Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs </li><li>Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment </li></ul> <p>Education and Experience</p> <ul> <li>Bachelor's degree in education, social work, school psychology, or related area required </li><li>Valid, or ability to obtain, NC certification in teaching, school counseling, school social work, or school psychology required </li><li>Minimum of five (5) years of related work experience required </li><li>Equivalent combination of education and experience </li></ul> <p>Special Requirements</p> <ul> <li>Possess and maintain a valid driver's license or ability to provide own transportation </li><li>Travel to school district buildings and professional meetings </li></ul> <p>Physical Requirements/Working Conditions</p> <ul> <li>Work requires the occasional exertion of up to ten pounds of force </li><li>Work regularly requires the exchange of accurate and detailed information through oral and written communication </li><li>Constantly operates a computer and other office business equipment </li><li>Ability to remain in stationary position for required meetings/work </li><li>Ability to move to other work locations </li><li>Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities </li><li>Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through verbal communications </li><li>Work requires preparing and analyzing written or computer data, operating standard office equipment, and use of advanced technology </li><li>Work occasionally requires exposure to outdoor weather conditions </li><li>Work is generally in a moderately noisy location (e.g., business office, light traffic) </li><li>Requires the ability to interact with people beyond giving and receiving instructions </li><li>Must be adaptable to performing under mild to high levels of stress </li></ul>