Disciplinary Alternative Education Program Jobs in Texas

Primary Purpose:
Provide coaching and technical support to school staff and students in the successful implementation of school-wide restorative practices and appropriate school behavior. Work collaboratively with the District Behavior Specialists to create/design plans to teach students of all ages how to build positive relationships, regulate emotions and behaviors, and make responsible decisions. Work collaboratively with the District Socials Works and campus counselors by providing social emotional support to identified students.

Qualifications:

Education/Certification:
Bachelor's degree in education, social work, or related field from accredited university
Valid Texas teaching certificate (preferred)

Special Knowledge/Skills:
Knowledge of Positive Behavior Intervention & Support PBIS
Familiar with multitiered model of supports
CPI Training
Restorative Discipline Training
Ability to instruct students and manage their behavior
Strong organizational, communication, and interpersonal skills
Knowledge of equity issues in current education reform

Experience:
Related experience in dealing with problems of a diverse population in one or more of the following areas: schools, social agencies, law enforcement.
Experience and success working with diverse and underrepresented youth and communities.
Theoretical and practical understanding of restorative discipline processes with the school system.

Major Responsibilities and Duties:
1. Provide training, modeling, consultation, coaching, & technical support to staff and students in facilitation of school-wide restorative practices, including Restorative Conferences, Restorative Conversations (Chats), Community Building Circles, Peer Circles, Entry/Re-Entry Circles, Peacemaking Circles (Conflict Resolution), Circle of Support and Accountability Circle (includes Admin, Staff, Family, Student, Peer, Campus Supports), etc.
2. Participate in monthly job alike meetings with the District Behavior Specialists and Campus Student Support Coaches

3. Use research based behavior interventions

4. Monitor student progress to inform interventions
5. Regularly review student data for progress monitoring
6. Help reinforce the students social and emotional skills of self-awareness, self-monitoring and self-management, social awareness, decision making, and positive relationships
7. Develop, in collaboration with the campus administrations and the guiding coalition, the essential behavior skills necessary for students to be successful in school.
8. Respond to incoming discipline referrals to assess appropriate response.
9. Conduct intake assessments for Restorative Conferences and Circles. Prepare participants, contact parents/ guardians to invite or inform, send confirmation notices, facilitate process, develop agreed-upon plan, and conduct follow-up.
10. Facilitate, co-Facilitate, or support Admin or Staff in all circles on campus including Teacher-Student or Parent-Teacher/Staff circles.
11. Provide participants, parent, and appropriate staff with agreement/outcome of restorative process.
12. Follow up on all restorative meetings to ensure agreements are upheld.
13. Facilitate transitions to and from disciplinary alternative education placements, if applicable
14. Work with school PBIS (Positive Behavior Intervention Support), Equity, Leadership, RTI, Data (etc.) teams to collaborate and strengthen current practices.
15. Maintain a daily activity log for the purpose of preparing a report at the end of the week and a summary report at the end of each grading period.
16. Maintain an active file on each student receiving restorative discipline services to facilitate delivery of appropriate interventions and social services.
17. Work collaboratively with district level Behavioral Specialists

Instructional Strategies
18. Develop and implement social skill lesson plans that fulfill the requirements of district's social skill curriculum program and show written evidence of preparation as required.

19. Work with students to determine goals and monitor progress towards meeting the identified goals
20. Work collaboratively with assistant principals to develop Tier I prevention supports, Tier II interventions, and Tier III Remediation behavior
21. Work with teachers to explicitly teach the identified essential behaviors skills necessary for the students to be successful in school.
22. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
23. Use technology to strengthen the teaching/learning process.

Student Growth and Development
24. Be a positive role model for students, support mission of school district.

Classroom Management and Organization
25. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
26. Manage student behavior in accordance with Restorative Practices and Student Code of Conduct and student handbook.
27. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Communication
28. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
29. Maintain a professional relationship with colleagues, students, parents, and community members.
30. Use effective communication skills to present information accurately and clearly.
31. Ability to facilitate difficult conversation with both youth and adults.
32. Excellent communication and presentation skills, both written and oral.
33. Ability to work independently.
34. Ability to work as part of a team and to manage collaboration with a wide range of individuals and entities.
35. Ability to work through conflict with co-workers and volunteers.

Professional Growth and Development
36. Participate in staff development activities to improve job-related skills.
37. Demonstrated personal and professional commitment to equity and inclusion
38. Ability to develop and implement short and long range goals.
39. Ability to work under pressure and effectively diffuse crisis situations.
40. Ability to handle multiple priorities and complete tasks/projects in accordance with stated deadlines.
41. Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
42. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
43. Attend and participate in faculty meetings, department meetings, and serve on staff committees as required.
44. Computer skills: Email, Microsoft Excel, Word, and Outlook

Supervisory Responsibilities:
None

Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Frequent standing, stooping, bending, pulling and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom equipment.
Flexible work hours (possible evenings and weekend work hours)

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.