Department: Student Services

ProgramSpecial Education

Reports to: Building Administrator

Classification: Classified Represented

Days/Hours: 190 days/7 hours per day

Interview Schedule: Interviews offered on a rolling basis

Anticipated Start Date: As soon as possible

 

ABOUT: 

Knott Creek school is a seperate public school that provides individualized instruction and specialized support services for youth in grades Kindergarten through 7th grade who have been referred to a seperate public school placement due to chronic behavioral challenges in the general education setting. Knott Creek school serves an ethnically diverse student population and seeks candidates with experience working in racially and ethnically diverse settings. 

 

At Knott Creek we strongly value hiring staff who reflect the diversity of our studentsCandidates who already hold an Associate’s or Bachelor's degree (or higher) and are interested in pursuing a Special Education or other teaching or professional license/credential through our Multnomah Educators Rising program are strongly encouraged to apply.  

 

Sponsorship and on-site mentorship can be provided by Knott Creek school and MESD.

 

POSITION PURPOSE: 

A Behavior Support Facilitator will play a key role in the implementation of student behavioral and instructional support plans and monitor student behavior and performance. Behavior Support Facilitator daily work is within a classroom setting directly supporting students and assisting the teacher with instruction, learning, behavior interventions, strategies and supports.

  

ESSENTIAL LEADERSHIP QUALITIES: 

  1. Equity: Lead and support regional equity initiatives
  2. Vision: Lead with vision, follow-through and student focus. 
  3. Trust: Develop trust among coworkers and students through honesty and fairness. 
  4. Communication: Communicate in an inclusive, effective and collaborative manner. 
  5. Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous. 
  6. Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.
  7. Attendance: Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with students, peers and programming outcomes.

 

ESSENTIAL JOB FUNCTIONS: 

 

WORKING CONDITIONS: 

Work is performed in a special education environment. Work may involve implementing crisis prevention/intervention protocols, and may involve a risk of injury, exposure to contagious diseases, verbally and physically hostile students and other adverse conditions.  

 

MINIMUM QUALIFICATIONS, SKILLS AND ABILITIES: 

effective working relationships with teachers, peers, related services, leadership and other MESD and local school district personnel and other agency partners 

 

EDUCATION AND EXPERIENCE: 

PHYSICAL DEMANDS: 

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Requires the ability to restrain students using intervention methods on a regular basis, multiple times daily, students may weigh from 35 to 100+ pounds. Requires the ability to lift, carry, push and pull up to 50 lbs. Requires continuous reaching, bending, crouching, twisting, kneeling, and repetitive use of arms, hands, wrists, and legs. Physical endurance is strongly encouraged.

 

BENEFITS: 

 

The statements contained herein reflect general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements.  Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload.