The Virginia Department of Education's Training and Technical Assistance Center (T/TAC) at Virginia Commonwealth University (VCU) is seeking an experienced and dynamic professional to serve as a program specialist for Positive Behavior Interventions and Supports. This person will join a team of Program Specialists who provide training and technical assistance to schools, school divisions and state operated programs in the central and Southside Virginia regions. Technical assistance is focused on the implementation of school-wide Positive Behavior Interventions and Supports, classroom management, and social skill development across regions 1 & 8 for students with disabilities. The position responds to requests for tiered behavioral support, behavior management and social skill support needs. This is a twelve month non-tenure track position that is grant funded through June 30, 2018. The position is located at the T/TAC office in Richmond. Salary will be determined by experience in the field and educational degrees obtained. Full benefits will accompany the position.
1. Respond to requests for training and technical assistance from teachers, schools or divisions in specific areas such as classroom management, social skill development, behavioral principles, and correcting problem behavior to meet the Standards of Learning (SOLs) goals and objectives of students with disabilities in the general education classroom; 2. Provide long-term technical assistance/coaching for schools designated by the Virginia Department of Education's Office of Student Services as participants of Virginia Tiered System of Support (VTSS), and schools designated as Positive Behavior Interventions and Supports (PBIS) Cohort sites; 3. Provide long-term technical assistance/coaching for schools designated by the Virginia Department of Education's Special Education Program Improvement Office (VDOE/SEPI) as in Improvement Status and that did not meet AMOs for students with disabilities; 4. Provide training and follow-up technical assistance to schools as designated by VDOE/SEPI office who were part of a Results Drive Accountability (RDA) review resulting in a corrective action plan (CAP) and who are in need of improvement related to the achievement of children and youth with disabilities with goals aimed at increased positive behavior; 5. Participate as a part of the T/TAC team in meetings with division and school administrators to discuss data needs and determine appropriate professional development based on needs and data; 6. Guide school-based or division-wide teams that implement initiatives as specified in their school improvement plans (e.g., positive behavior interventions and supports, social skills, and continuum of placement options); 7. Use a variety of training and technical assistance methods such as coaching, face-to-face and web-based workshops, literature searches, library information, e-mail and telephone contacts, and consultations; 8. Respond to requests for behavioral strategies for personnel working with students who have varied disabilities (e.g., learning disabilities, emotional disabilities, and intellectual disabilities); 9. Contribute evidenced-based information to the monthly e-blast disseminated by T/TAC; 10. Assist in the organization and acquisition of resource materials regarding curriculum for the two T/TAC libraries and assistive technology labs; 11. Participate in T/TAC and VCU based teams that support the internal structure of the T/TAC team; 12. Serve as a member of the state VTSS Implementation Team; 13. Collaborate with other T/TACs, the Virginia Department of Education, the Partnership for People with Disabilities, local school divisions, and other interagency programs; 14. Serve as a member of the T/TAC Program Specialist team, sharing all team responsibilities including facilitating team meetings, providing leadership for at least one T/TAC program area, and collecting evaluation data; 15. Pursue personal professional development and training in areas related to the T/TAC mission and vision; 16. Perform other duties as assigned by the T/TAC Co-Directors, including contributing to grant writing activities; 17. Demonstrate experience working in and fostering a diverse environment and commitment to do so as a faculty member at VCU.
Master's degree (MEd, MT, MA, MS) in curriculum and instruction, special education, administration & supervision or applied behavior analysis.
Valid Virginia teaching license or similar license from another state with endorsement in special education.
A minimum of seven years of direct teaching experience with students with disabilities in grades 6 – 12
Demonstrated expertise in creating behavior intervention plans, developing social skill supports, conducting Functional Behavior Assessments/Behavior Intervention Plans, interpreting and analyzing data, providing technical assistance in tiered support, and problem solving
Strong working knowledge of academic and behavior tiers of support for student success
At least three years' experience of providing professional development to adults related to behavior, instruction, educational practices, and/or school improvement goals
Prior experience of leading change efforts related to positive behavior interventions and supports
Strong working knowledge and experience in providing TA related to students with challenging behaviors
Working knowledge of special education policies and procedures
Working knowledge in assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students
Proficient knowledge of the Standard of Learning content for grades 6 through 12
Recent experience with including students with disabilities in the general education classroom
Experience in consulting, facilitating, and problem solving with other professionals
Experience providing a wide range of accommodations and modifications for instruction
Demonstrated ability to develop, and foster working relationships with school-based leadership
Ability to communicate clearly, both orally and in writing
Ability to use a computer, word processing software and the Internet
Knowledge of adult learning principles;
Demonstrated ability to work as part of a team
Experience in teaching within a collaborative classroom
Willingness to travel using one's own car or rental car within the Central and Southside Virginia areas on a daily basis with occasional overnight travel
Ability to work in an environment that is fast paced, and which presets with varied daily schedules
Demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU.
Certified to provide training in Content Enhancement Routines or Learning Strategies as part of the Strategic Instructional Model (University of Kansas for Research on Learning)
Working knowledge of a process for systems change used with schools, school divisions or programs
To be considered for this position please visit our web site and apply on line at the following link: www.vcujobs.comVirginia Commonwealth University is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status, political affiliation or disability.
One of the nation's top research universities, VCU enrolls more than 31,000 students on two Richmond campuses the Monroe Park Campus and MCV Campus. Situated in the heart of Richmond, the capital of Virginia since 1779, Virginia Commonwealth University serves an integral role in the economic health of the city educating the current and future workforce, reaching out to the community, advancing research and enhancing patient care.