QUALIFICATIONS

• EDUCATION: Master’s Degree in Special Education, School Social Work or EdS or PhD in School Psychology, Board Certified Behavior Analyst (BCBA) preferred


• LICENSURE:
  
  
  
  • Board of Educational Examiners License OR
  
  
  • Iowa Department of Public Health License that will qualify for a Statement of Professional Recognition with Iowa Board of Educational Examiners
  
  
  
  


• EXPERIENCE:
  
  
  
  • Advanced training and knowledge in behavioral education strategies, which may include but not be limited to, Applied Behavior Analysis, functional behavioral assessment, behavior intervention plans, etc.
  
  
  • Experience working with students with challenging behavior (5 years)
  
  
  • Classroom teaching experience preferred
  
  
  
  

 

ESSENTIAL JOB FUNCTIONS:   

• Evaluate students using a combination of indirect and direct assessments


• Assist teams in using a variety of data to complete Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)


• Prepare and submit required reports on programming recommendations


• Coach, consult and model best practice based on behavior educational strategies including Applied Behavior Analysis


• Provide ongoing consultation to staff regarding situational behavior management plans


• Support and train others on skills necessary to complete an FBA and BIP


• Provides leadership and training across the AEA, schools, and communities in the area of challenging behavior


• Demonstrate a commitment to professional growth by participating in a variety of activities including, but not limited to, attendance at conferences related to the field of Applied Behavior Analysis and special education, in-service programs, and evidence of reading professional journals


• Demonstrate effective listening and communication skills and maintain effective working relationships


• Demonstrate flexibility and responsiveness across a variety of situations and settings


• Serve as liaison among AEA, district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.


• Provide educational leadership across PLAEA in the area of challenging behaviors and participate in state-wide task teams to further the work in the field

 

 

COMMON TO ALL LICENSED EMPLOYEES:   

• Contributes to a positive and productive work, learning and team environment


• Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA


• Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived


• Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation


• Demonstrates effective verbal, non-verbal, written, listening and visual communication


• Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency


• Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations


• Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness


• Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions


• Works with integrity and maintains confidentiality


• Models and integrates technology into daily work


• Leads professional development for at least one course, internally, externally or both


• Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served

 

PHYSICAL REQUIREMENTS: 

• Ability to travel between schools and sites served.


• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated