Teacher - Student Success Support/Advocate (Parkade Elementary), 2024-25

This position will provide daily support as a student success advocate to school staff to assure that effective and efficient behavioral support systems are in place for continuous improvement to ensure maximum social and academic success.

ESSENTIAL RESPONSIBILITIES AND DUTIES

• Collaborates with administration and staff to identify students / classes with behavioral concerns,create and utilize data collection systems, develop and implement behavior plansprovide resources to support students and teachers.
• Provides support and leadership with student, classroom, and school wide behavior
• Provides direct support to staff members in assessing, planning, and developing individual student behavior support plans for tier 1 and 2 students.
• Models behavior intervention strategies in classrooms for staff members and students as needed.
• Provides support and leadership in communication with students, parents and various representatives of the building support system.
• Collaborates with administration and participates with staff on building level support teams.
• Partners with parents and communicates as needed.
• Assists with student discipline and obtains certification to utilize Safe Crisis Management Interventions.
• Utilizes data to develop small group behavior interventions for students in conjunction with building personnel.
• Identifies needs and can provide professional development for school personnel as needed.
• Understands and adheres to Board policies and procedures.

Performs other duties as necessary to support the mission and vision of Columbia Public School District.

DISTRICT EXPECTATIONS

All employees of the District are expected to adhere to the policies and regulations of the Board of Education, maintain appropriate certification and competencies necessary for the position, and demonstrate the values of the district at all times. .

REPORTING RELATIONSHIPS

Reports To : Building Principal

Supervises : None

QUALIFICATIONS

Minimum : Bachelors in any related field and successful completion of the Missouri Substitute Teaching Certification. Must have the ability to complete Safe Crisis Management (SCM) training upon employment.

Preferred : Teacher certificate or Counselor / Social Work licensing with experience in classroom management and behavior intervention preferred.

Experience working in a school setting with students with behavior needs. Prior experience working with students with emotional and / or mental health needs in a school setting preferred.

Ideal candidate will have a professional and friendly demeanor with a vast knowledge of behavioral intervention and data collection.

Will work well with a variety of individuals in a fast-paced environment.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required.

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

ADA REQUIREMENTS

• Language : Read, analyze and interpret professional journals, Board policy, administrative procedures and forms and governmental regulations and guidance;
• Complete forms, write reports and engage in written correspondence; Present information effectively and respond to questions;

Read, analyze, and interpret testing, special education, and psychological information / data. These are essential functions of the job.

Computation : Work with mathematical concepts such as probability and statistical inference; Apply concepts such as fractions, percentages, ratios and proportions to practical situations.

These are essential functions of the job.

• Reasoning : Solve a variety of problems in many different situations; Interpret instructions presented in written, oral, diagram or schedule form;
• Apply knowledge of current educational theory and instructional techniques; Draw reasoned conclusions and make professional recommendations supported by data and research;

Demonstrate executive functions such as planning, organizing, remember and regulating information and behavior as they pertain to student performance and achievement.

These are essential functions of the job.

Other Skills and Abilities : Identify needs and abilities of individual students; Establish and maintain effective relationships with students, staff, and administrators;

Perform multiple tasks simultaneously; Demonstrate excellent interpersonal communication and listening skills. These are essential functions of the job.

Technology : Perform basic computer functions such as word processing and internet use; Use district software for recording grades and finding student information;

Utilize smart boards, projectors and other instructional technology provided by the district. These are essential functions of the job.

Physical Demands : Speak and hear in an environment where numerous conversations and activities may be taking place simultaneously;

Move around the classroom to interact with and manage students / groups of students; Read handwritten or printed material.

These are essential functions of the job. The selected applicant must regularly lift 30 pounds. Must be able to regularly lift students and assist them with movement.

Students’ size and weight will vary based on age and grade level. Movement of younger children will frequently be performed by an individual person.

Movement of older students may be performed by a two-person team to assist movement.

Attendance : Consistent and regular attendance is an essential function of this position.

Conditions and Environment : This position will regularly work in a school environment that is noisy and active. These are essential functions of the job.

Prospective and current employees with disabilities are encouraged to contact human resources to discuss reasonable accommodations to perform the essential job functions.

Equal Opportunity Employer