Director Behavioral Supports for Children with Exceptionalities

Hamilton County Schools•Chattanooga, TN

About The Position

Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits. We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County. Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030. Students with exceptionalities need social and behavioral skills to adapt and access learning. The purpose of this job is to support students at Tier 3 and beyond with behavioral skills needed. The Director of Behavior for children with exceptionalities will also ensure that proper training is offered for administration and staff.

Requirements

Minimum of five (5) years previous experience in school administration or any equivalent combination of education, training, and experience which provides the requisite knowledge, skills, and abilities for the position.
Must possess a valid state-issued driver’s license.
Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, parents, and community members.
Demonstrate excellent planning, organizational, problem-solving, decision-making, and time management skills.

Nice To Haves

Preferred Master’s degree or higher in Exceptional Education; successful work experience working with Exceptional Education or ENL population

Responsibilities

Support Executive Director in meeting the outcomes aligned to the HCS Strategic plan and the Action Plan for the department
Establish a bold new vision and theory of action for the Special Education department to support the teaching of behavior/behavioral expectations, prevention of behaviors and response to students who require behavioral support at all levels - Tier I, II, and III.
Create a universal training pathway that serves the needs of the special education teachers, school leaders and support personnel to meet the behavioral needs of students receiving exceptional education services.
Create a process for using data to support the needs of students that leverages all layers of support within the MTSS process and beyond
Create a system of collaboration with the office of SEAD to ensure aligned supports are provided for all students.
Create work streams for compliance that will best support schools through the Special Education department; ensure quick response time for support of students in crisis
In alignment with the COAB and MTSS plan for all students, create Professional Learning for teachers to access the materials and training for serving our students with the significant behavioral needs
Functional behavior assessments, behavior intervention plans – development and implementation and training
Consistently evaluate the effectiveness of programming and respond when children are not accessing opportunities
Use data as a driver to eliminate barriers to access for all students; quickly respond when students are not learning
Create a dashboard for interpreting behavior data that will help identify results for students within a special population whose needs are not met with their current supports and services
Work with General Education leaders to establish a learning, compliance and behavior response strategy for all schools
Create efficient and effective work streams for teachers to access supports and remove barriers to accessing services
Align programs for behavioral support programs for students to decrease expulsions and suspensions for exceptional education students
Establish a community forward plan to support, train, and inform parents to create a customer-focused climate
Manage and grow the talent within the organization
Establish a teacher professional development plan to support areas of the theory of action and areas defined by the action plan
Maintains confidentiality and adhere to the Teacher Code of Ethics as defined by Tennessee Law
Must be a problem solver and provide timely response and solutions for kids
Must be willing to work across areas with multiple departments
Must be able to operate a motor vehicle and maintain a valid, state-issued driver's license.