Collaborate with classroom teams to develop and implement individualized academic and behavioral programming for students. This includes creating lesson plans based on social-emotional learning and monitoring student progress through data and documentation.
Requirements summary
Requires a bachelor's degree in psychology, social work, counseling, education, or a related childcare field. Candidates must possess a valid driver's license and obtain necessary state and federal background clearances.
bachelor degreeDocumentationData AnalysisCrisis InterventionBehavior ManagementClassroom ManagementCultural SensitivityIndividualized Education Plans (IEP)UkeruAmerican Sign Language (ASL)TCISocial-Emotional Learning (SEL)Student Support Plans (SSP)
Job description
Be the change you wish to see in the world! Come join our team to empower children and families in our communities to transform their lives and develop to their full potential.
Pressley Ridge Benefits
The well-being of our employees and their families is important to us. At Pressley Ridge, we strive to provide the most competitive and comprehensive employee benefit programs that are affordable and help you and your family achieve and maintain your best possible health.
Medical coverage available with a Health Savings Account (HSA) with employer match
Prescription coverage
Dental and vision plans
Patient advocate and Medicare specialists available at no cost
Dependent Care Flexible Savings Account
Wellness incentive (up to $250)
403b with up to 9% employer give/match
Free life insurance and AD&D
Paid vacation time (12-month employees eligible)
Paid sick time (up to 15 days)
Paid holidays including a birthday holiday
Tuition reimbursement (if applicable)
Employee Assistance Program (EAP)
Position Summary
The Behavioral Health Specialist (BHS) is responsible for collaborating within the classroom team in the development, implementation, and monitoring of effective, individualized academic and behavioral programming for students.
Essential Roles and Responsibilities
1.
Quality Educational Programming 1.
Collaborate with the Special Education Teacher in the implementation and review of the Individualized Education Plans (IEP) for each student.
2.
Collaborates with the classroom team to support students in all content areas as well as areas specified in IEP through individual, group, and experiential interactions.
3.
Develop, implement and review Student Support Plans (SSP) in collaboration with the classroom team.
4.
Develop and implement a classroom/behavioral management system in collaboration with the classroom team.
5.
Develop and implement daily group and individualized lesson plans for each student utilizing provided social-emotional learning (SEL) curriculum and supplemental materials.
Benefits
Employee Assistance Program (EAP)
Paid holidays
Tuition reimbursement
Medical coverage
Paid sick time
Paid vacation time
Prescription coverage
Dental and vision plans
Wellness incentive
Dependent Care Flexible Savings Account
Health Savings Account (HSA) with employer match
Free life insurance and AD&D
Patient advocate and Medicare specialists
403b with up to 9% employer give/match
6.
Demonstrates cultural sensitivity.
7.
Review and update the Student Support Plan (SSP) quarterly (or more if needed).
8.
Complete SEL lesson plans weekly and provide progress on social-emotional learning.
9.
Provide SET with behavioral data weekly.
2.
Communication 1.
Provide in-service/training programs to other educational programs as needed or directed.
2.
Draw insight from data and communicate those insights in context.
3.
Effectively communicate information from data, by avoiding jargon, and using basic terms.
4.
Participate in all regularly scheduled in-service programs.
3.
Professional Development 1.
Periodically attend local, state, or national conferences and workshops to enhance knowledge areas.
4.
Supervision 1.
Receive supervision.
1.
Receive supervision from and actively communicate with supervisor on an ongoing basis throughout the week by phone, email, written message and when possible, in person regarding program matters.
5.
Leadership 1.
Serve on program committees as needed or directed.
2.
Directly always supervise students.
6.
Documentation 1.
Complete Summary of Daily Progress (SDP) notes daily.
2.
Utilize technology to create graphs of student data.
7.
Risk Management and Safety 1.
Follow designated program policy regarding the documentation of critical incidents.
2.
Follow procedures for all physical contact with students.
3.
Follow procedures for student illness and injury, including arranging necessary medical care, accordingly, informing appropriate persons of the situation, and documenting the injury/illness and actions taken.
4.
Assist other staff, as needed, in interventions (TCI, Ukeru) to protect students and staff from injury.Detect and remediate any potentially dangerous environmental conditions (e.g. broken glass) accordingly.
5.
When transporting students, maintain safe driving procedures.
1.
Essential Qualifications
1. Education/Certifications/Licensure
1. Requires a bachelor's degree in psychology, social work, counseling, education or other childcare field. 2. Requires proficiency in American Sign Language (ASL) within two (2) years of employment for the School for the Deaf. 3. Requires a valid state driver’s license, safe driving record, and current vehicle insurance. 2.
Experience
1. Experience in behavior management preferred. 3.
Clearances
Required by
Applicable
Regulations: 1. State Police 2. FBI 3. Child Abuse Clearances 4. Mandated Reporter-Recognizing and Reporting Child Abuse training certificate and/or statement
Working Conditions
1. Physical Demands
1. This position requires operating a keypad device 25% of the day and electronic/office equipment 50% of the day. Fingers, thumbs, hands, wrists, elbows, legs and feet are all routinely used throughout the day. The lower and upper torso is used 75% of the day. Employee must meet minimum requirements for hearing, speech, and vision. For positions in the School for the Deaf, hearing and speech are not required but ASL proficiency is (see qualifications above). Walking is required 75% of the day. Standing occurs 75% of the day. Sitting happens 25% of the day. Reaching above the shoulder as well as bending and twisting are performed 25% of the day. This function routinely lifts 15 pounds, 4 times per day. The maximum lift is 10 pounds, 4 times per day. The position requires the ability to implement physical interventions and meet the physical demands of TCI. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 2.
Mental
Demands: 1. Continually handles diversity of problems. 2. Frequently performs multiple tasks, make quick decisions, concentrate, and handle distractions that interfere. 3.
Environmental
Factors: 1. Environmental demands require this position in schools and community. 4.
Working
Hours: 1. Hours dependent on school schedule. Flexibility to meet student needs. 2. PRSD is on a 12-month schedule. PRSA and Day Schools are on a 10-month/ school year schedule.
In Pennsylvania, Behavioral Health Specialist roles in day school settings are often tied to ongoing needs for student support, behavior intervention, and collaboration with school teams. These positions can be competitive because employers usually look for a relevant bachelor’s degree, a valid driver’s license, and required state and federal clearances. Review the AI-summarized requirements and benefits here to save research time, then confirm your background clearance timeline before applying.
