| Necessity and Role Establishment of Behavior Intervention Specialist Teachers | Clarification of Duties and Roles of Behavior Intervention Specialist Teachers | ■ Confusion and conflict in the field due to ambiguity of roles and authority■ Limitations of perceiving the role as a ‘firefighter’ focused only on emergency response■ Redefining core tasks as a builder of school-wide behavior support systems■ Role as a mentor and coach assisting in strengthening homeroom teachers’ competencies■ Difficulty in securing authority as an expert due to the absence of an official position■ Discrepancy in expectations regarding the specialist teacher’s role between administrators and teachers■ Identity conflict between being a ‘fixer’ and a ‘facilitator’ |
| Need for Institutionalization of Placement and Operational Standards | ■ Physical limitations in executing interventions due to concurrent teaching and homeroom duties■ Reduction of teaching hours and guarantee of full-time duty to focus on intervention tasks■ ‘School-resident model’ fostering a preventive culture within the school■ ‘Center-affiliated model’ for high-difficulty cases and itinerant support■ Securing legal basis and status such as in the ‘Act on Special Education for Persons with Disabilities, etc.’■ Granting positions equivalent to Master Teachers and providing practical incentives (allowances, extra points)■ Establishing appropriate placement standards considering school level and size |
| Reform and Internalization of Professional Development Programs Focusing on Practical Application | Designing an Integrated Curriculum Organically Linking Theory and Practice | ■ Limitations of theory-heavy curricula with low field applicability■ Low practical self-efficacy compared to the massive amount of training hours■ Introduction of apprenticeship-style coaching observing demonstrations by accomplished experts (supervisors)■ Integrated modular courses cycling through theory learning, field practice, and supervision■ Designing long-term, phased advanced education curricula rather than short-term training■ Training centered on case studies reflecting actual school contexts■ Providing objective feedback through analysis of one’s own class and intervention videos |
| Standardization of Training Content and Operational Enrichment for Strengthening Practical Competencies | ■ Standardization of training courses and curricula that vary by province/city■ Mandatory education on physical intervention (self-defense) for teacher protection and crisis management■ Counseling and communication skills for building trust with parents and colleagues■ Conflict management and negotiation skills for collaborative problem-solving■ Practical ethics education for resolving ethical dilemmas occurring in the field■ Internalization of blended learning to enhance accessibility and learning efficiency■ Inclusion of instructional strategies for social skills and peer relationship formation |
| Establishment of a Behavior Intervention Practice Model Aligned with the School Curriculum | ■ Strengthening competence in instructional adaptation to facilitate class participation■ Acquiring skills for structuring the physical classroom environment and preventive intervention strategies■ Implementation of behavior interventions linked to Individualized Education Program (IEP) goals■ Practice of school-wide intervention models for universal support (Tier 1)■ Cultivating ability to create and utilize teaching-learning materials for behavior intervention■ Establishment of a Field Practice-Based Training system |
| Establishment of a Comprehensive System to Enhance the Effectiveness and Expertise of Behavior Intervention | Establishment of Internal and External Support Systems for Efficient Behavior Intervention | ■ Mandatory awareness improvement training for administrators (principals, vice-principals) to secure execution power■ Creating a trust-based collaborative culture with homeroom teachers and school members■ Establishing parent education and cooperation systems for home-linked guidance■ Activation of Professional Learning Communities (PLCs) to deepen expertise and resolve isolation■ Mutual supervision and case-sharing networks among peer specialists■ Building organic cooperation networks with external specialized institutions (medical, psychological)■ Practical operation and empowerment of in-school behavior intervention support teams |
| Establishment of a Data-Based Performance Management and Evaluation System for Behavior Intervention | ■ Reduction of administrative duties to allow focus on planning and executing behavior interventions■ Securing stable budgets to ensure the sustainability of the system■ Establishment of data-based performance management systems to verify objective effectiveness■ Preparation of standardized documentation and recording systems for efficient task performance■ Deployment of auxiliary personnel for administrative support■ Support systems guaranteeing autonomy and authority in intervention execution |
| Introduction of a National Qualification and Certification System for Quality Assurance of Expertise | ■ Introduction of strict qualification verification procedures (exams, demonstrations) beyond simple completion■ Introduction of national qualification and certification systems to secure public confidence in specialist teachers■ Linkage with credible qualification courses such as master’s degrees■ Mandatory continuing education to maintain expertise and acquire the latest trends■ Quality management through a recertification system renewing qualifications at regular intervals■ Dissemination of standard operating manuals to resolve regional operational disparities■ Systematization of ethical practice monitoring and supervision |