Job Description:

Position Title: Lead Behavior Technician
Location: Leidal Education Center
Department: Special Education
Reports To: Director of Special Education
Term: Ongoing 182-day position
Schedule: Mon-Fri Full-time

SUMMARY: The Lead Behavior Technician plays a vital role within the district’s Special Education department by supporting learners with behavioral and academic needs. This position will involve collaboration with teachers, behavior specialists, and other school personnel to implement individualized behavioral plans, deliver instruction, and maintain high standards for data collection and program fidelity. The Lead Behavior Technician will lead by example, guiding staff in the application of behavior interventions, and serve as a key member of the district’s Special Education team. The Lead Behavior Technician role provides an excellent opportunity to develop leadership skills while directly contributing to the success and well-being of learners with disabilities.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
Partners closely with the district Special Education team and building staff to implement and monitor positive behavior support plans and individualized learner programming.
Acts as a mentor to less experienced staff by coaching the implementation of behavioral strategies and techniques across a variety of education settings.
Assists in creating and maintaining a positive learning environment for learners by coaching educators and staff on best practices in behavior management.
Coordinates and collaborates with the Special Education and Behavior teams to ensure consistency in the delivery of services across specialized programs.
Assists in conducting Functional Behavior Assessments (FBAs) and contributing to the development of Behavioral Intervention Plans (BIPs).
Develops positive, effective working relationships with learners and staff.
Communication:
Provides direct instruction on social skills and behavior reduction strategies under the supervision of the classroom teacher and behavior specialist.
Leads and facilitates professional development sessions and trainings for district staff in behavior management and intervention strategies.
Acts as a communication liaison between learners, teachers, and the district behavior team to ensure all parties are informed and aligned on learner progress and intervention plans.
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
Fosters a climate of respect and trust while maintaining professional boundaries with learners and colleagues.
Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
Utilizes evidence-based strategies to build learners’ communication, social interaction, and problem-solving skills.
Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Critical Thinking:
Accurately collects data on learner behaviors, utilizing multiple data collection methods (e.g., ABC data, frequency counts, duration, latency, event, interval-based recording).
Implements behavior reduction protocols and provides individualized behavior skills training for learners with disabilities.
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
Maintains and enhances technical knowledge by attending required training and participating in competency assessments.
Participates in school-wide initiatives, committees, or focus groups related to learner behavior, mental health, and special education services.
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
Performs fidelity checks on the implementation of classroom ecology and positive behavior support plans ensuring they are being implemented with high accuracy.
Models and promotes best practices in behavior support and intervention for teaching staff.
Ensures interventions and supports are implemented with the goal of fostering learner independence and reducing reliance on paraprofessional support.
Ensure positive reinforcement is applied consistently and prompts are faded appropriately to foster independent learner behavior.
Assists with routine classroom operations and daily activities as directed by the special education teacher and behavior specialist.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may frequently lift up to ~25 pounds without assistance.
The employee may occasionally lift up to ~50 pounds without assistance.
The employee may have to push/pull up to ~120 pounds while performing the duties of the role.
The employee may perform a two-person transport, restraint, or lift (with training provided).
The employee may work in an outdoor setting around playground equipment in varying weather conditions.
The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
High School Diploma or General Education Degree (GED) is required.
Associate’s Degree is preferred.
Certification or training in Applied Behavior Analysis (ABA), or similar field, is preferred.
Previous experience working with individuals with disabilities, particularly learners with behavioral needs, is preferred.
Experience with data collection, behavior interventions, and working as part of a multidisciplinary team is preferred.
Additional experiences in specialized behavior programs or behavioral health settings are preferred.
 
Language Skills:
Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
Exercise confidentiality, discretion, and good judgment.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
This position has no formal supervisory responsibilities but will mentor and lead less experienced staff in the implementation of district-accepted universal behavior strategies.

Salary: Position follows the 2024-2025 Classified Salary Schedule at B215. Starting salary begins at $19.30-$21.10/hour, based on experience - https://www.west-fargo.k12.nd.us/departments/human-resources/salary

To Apply: Please complete the application and include three references.