Definition and Primary Objective:

Provides direct supervision and consultation to assigned Intervention Specialists/Teachers and Educational Aides (EA’s). Assures the school programs instruction is developed and implemented to meet the needs of the students and is aligned with ODE standards as well as other best practice standards. Works in collaboration with the School Principal and other Associate Principals to ensure the school is operating in alignment with all agency and external regulations. Participates as a member of the school leadership team and assumes responsibility for the Principal in his or her absence.

Reporting Relationships:

Reports to: School Principal

Direct reports include: Assigned Teachers and Educational Aides in assigned school

Primary Responsibilities:

Administration: Responsible for the integration and implementation of academic instruction and the Teaching Family behavioral model by all teachers and EA’s on team. Ensures adequate staffing coverage for assigned classrooms in collaboration with the Principal and Associate Principals. Manages the day-to-day operation of the School Program in collaboration with the Principal and Associate Principals. Coordinates the composition of all IEPs, ETRs, behavior plans and other educational documentation. Ensures all educational documentation meets district satisfaction and state requirements. Relates IEP goals with Strategy Sheet goals. Facilitates regularly scheduled IEP meetings and intake and discharge IEPs as assigned. Provides coaching to teaching staff to ensure all educational documentation is compliant. Reviews all documents for the districts as related to the students in assigned classrooms. This includes but not limited to ETR’s, progress reports, and report cards. Remains current in the field of Special Education (evidence-based practices, laws, trends in the industry, curriculum ideas, etc.). Facilitates staff meetings as assigned. Coordinates all aspects of state and agency testing with Associate Principals. Reviews incident reports from assigned classrooms. Notifies Principal of all incidents, restraints, and other unusual issues/occurrences. Assumes responsibility for the Principal in his or her absence. Provides backup coverage for staff as necessary. Integrates feedback and information from TFA Professional Evaluations into annual performance appraisals. Adheres to all TFM administrative requirements including but not limited to maintaining filing system for service delivery documentation and entering data into tracking systems as required. Responsible for addressing personnel issues, approving time off requests, and approving of time worked in HR software.

Internal and External Collaboration: Collaborates with internal programs and school districts to support students in the transition process. Conducts interviews, conducting role rehearsals with feedback. Works closely with the School Leadership team, Behavior Support Supervisor, School Based Therapist, and Student Behavior Specialists to support student success. Represents the agency within the community, with clients, families and outside agencies with professionalism at all times; maintains a strong customer service and public relations perspective. Actively participates on Education Department Leadership team in order to promote and support program and student success. Attends agency and departmental meetings. Attends professional group seminars and conferences to increase professional knowledge. Networks with other special education professionals. Markets the program. Actively collaborates with other agency programs (example: Day Treatment, Community BH) to ensure client needs are being met and to benchmark and share resources and expertise. Prospects new opportunities for program improvement or expansion. Promotes integration with all service programs of the agency. Provides creative and innovative solutions, problem solving and decision making. Maintains a positive working relationship with district representatives and parents. Addresses staff, client, and parental concerns.



Supervision: Actively supervises and consults to assigned staff through formal supervision and observation. Provides staff with feedback from observations. Consistently models the attitudes, behaviors, and intervention skills necessary for successful work with clients. Monitors and provides direct training for assigned staff and ensures all staff meets the training requirements for the program. Holds direct reports accountable to agency and program policies and procedures.

Quality Assurance and Effectiveness: Oversees data collection, including but not limited to behavioral, social and academic assessments, for assigned classrooms. Ensures each student receives assessments as outlined for the school programs, that data is used to guide individual student’s academic and behavioral plans, and ensures data is sent as according to timelines to the appropriate staff to be analyzed. Ensures curriculum is aligned with state standards for each classroom. Ensures programming is in compliance with all standards, including but not limited to: ODE, IDEA and Teaching Family. Collaborates with the school team to design and implement the school program, ensuring the integration of individual treatment plans into programming. Meets regularly with school administration to ensure smooth program implementation. Ensures all staff within program are functioning at high performance levels and thereby ensuring client outcomes are met or exceeded. Ensures integrity of TF Model is upheld. Identifies and recommends process improvements for Training, Consultation, Evaluation, and Facilitative Administration systems. Attends trainings and/or professional seminars to stay abreast of evidence based practices in the field of special education and mental health, leadership & management skills, and to increase overall professional knowledge and skills.

Direct Client Service: Provides de-escalation support and Crisis Intervention including seclusion, restraint and informal counseling as necessary. Implements the TF Model of behavior modification. Is actively involved in own individual learning and professional development related to the model. Functions as a positive role model at all times to promote age appropriate social skills, self care, problem solving, modulation of mood and maintaining appropriate body boundaries. Maintains a safe environment that is age appropriate for the clients.
| Other duties as assigned

Minimum Education, Experience and Other Skill Requirements:

This position requires a minimum of a Bachelor’s in Education from an accredited college or university. A current Ohio Teacher Certification (excluding non-tax), or Ohio Administrator’s License or Alternative Ohio Administrators License required. A degree in Special Education and an Ohio Intervention Specialist License is strongly preferred. Two years of direct teaching experience is required. One year of supervisory experience in an educational or social work setting required. Significant experience in curriculum management and serving disadvantaged/ special education populations required. A valid driver's license and good driving record are also required. Must possess minimum technical skills including familiarity with Microsoft Windows and ability to use standard Microsoft Office applications.

Work Environment:

Exposed to a combination of office, school and mental health treatment environments. Exposed to children with behavior problems. May be exposed to shouting and clients who may be verbally and physically aggressive. May be exposed to blood or vomit and bodily fluids.

Physical demands:

The physical demands 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 duties of this job, the employee is regularly required to :

Regularly required to sit, stand, walk, bend and lift up to 50 pounds. Must be capable of sustained exertion and be able to participate in the physical restraint techniques and exercises required to ensure safety of clients at all times

Our Culture:

Best Point Education & Behavioral Health is Greater Cincinnati’s most prolific non-profit specializing in education, behavioral and therapeutic health services and autism services for vulnerable, at-risk youth, their families, and caregivers.

Best Point Education & Behavioral Health is proud to embrace our ideals of an equal opportunity workplace by actions as well as our words. We lead our community with respect and tolerance, internally and externally, and we expect our employees to embrace this ideal and express it in their day-to-day interactions.

All qualified applicants will receive consideration for employment without regard to, and will not be discriminated against, based on age, race, gender, color, religion, national origin, sexual orientation, gender identity, veteran status, disability or any other protected category.

In other job descriptions, administration & supervision are combined. Can we do this here?