General Definition Of Work
The Behavioral Health & Support Specialist provides leadership, coaching, and direct support to schools in the implementation of behavioral health systems, positive behavioral interventions, and student support practices that promote safe, supportive, and inclusive learning environments. This position supports divisionwide efforts related to student behavior, mental wellness, crisis response, restorative practices, classroom management, and social-emotional development.
The specialist collaborates with school administrators, teachers, counselors, social workers, and multidisciplinary teams to design, implement, monitor, and evaluate evidence-based behavioral interventions and support systems for students with diverse behavioral, social-emotional, and mental health needs. This role also provides teacher coaching and professional learning focused on behavioral health strategies, classroom management, de-escalation techniques, restorative practices, and data-informed decision making.
This position serves as a systems leader responsible for strengthening school capacity to support student behavioral success through prevention, intervention, progress monitoring, and staff development.
Essential Functions
1. Behavioral Health Leadership & Student Support
- Coordinate and support divisionwide behavioral health and student support initiatives aligned with MTSS frameworks and restorative practices
- Conduct classroom observations and comprehensive behavioral assessments for students demonstrating challenging behaviors utilizing evidence-based assessment tools, behavioral data collection, and progress monitoring practices
- Assist school teams in the development, implementation, and progress monitoring of Behavior Intervention Plans (BIPs), Functional Behavior Assessments (FBAs), and individualized student supports
- Support schools in implementing proactive, preventative behavioral systems and positive school climate initiatives
- Provide consultation and direct support to school teams regarding crisis prevention, intervention, de-escalation, and re-entry support planning
- Assist schools in identifying trends related to student behavior, attendance, and social-emotional concerns to inform intervention planning
- Support the implementation and monitoring of behavior support systems across Tier 1, Tier 2, and Tier 3 levels
2. Teacher Coaching & Professional Learning
- Provide ongoing coaching and support to teachers regarding classroom management, student engagement, de-escalation strategies, and behavioral health supports
- Facilitate professional learning for school and district staff focused on behavior management, restorative practices, trauma-informed practices, crisis prevention, and social-emotional supports
- Model evidence-based behavioral intervention strategies and classroom management techniques within classroom settings
- Collaborate with administrators and instructional staff to strengthen classroom environments that support positive student behavior and academic engagement
- Support teachers in implementing differentiated behavioral supports and intervention strategies for students with social, emotional, communication, and behavioral challenges
- Develop resources, tools, and guidance documents to support staff implementation of behavioral health practices and interventions
3. Data Collection, Monitoring & Program Evaluation
- Collect, analyze, and interpret behavioral data to identify trends, monitor student progress, and inform intervention decisions
- Support schools in maintaining accurate behavioral documentation, intervention records, and progress monitoring systems
- Lead efforts to identify, document, and report behavioral trends and intervention outcomes at the school and division levels
- Utilize data to evaluate the effectiveness of behavioral interventions, professional learning, and support programs
4. Collaboration & Family Support
- Support communication and collaboration with families regarding behavioral interventions, support plans, and student progress
- Assist schools in developing systems that promote positive relationships, student connectedness, and inclusive learning environments
- Participate in division and school-based problem-solving, threat assessment, and student support meetings as appropriate
5. Additional Responsibilities
- Maintain current knowledge of behavioral health practices and student support strategies while participating in ongoing professional learning and development opportunities
- Perform additional duties as assigned
Knowledge, Skills, and Abilities
- Strong knowledge of behavioral health practices, MTSS frameworks, restorative practices, and positive behavioral interventions
- Knowledge of current trends and methodologies used to address the needs of students with behavioral, emotional, and mental health challenges
- Ability to develop, implement, and monitor individualized behavioral interventions and support plans
- Demonstrated expertise in classroom management strategies, de-escalation techniques, and trauma-informed practices
- Strong skills in behavioral data collection, progress monitoring, analysis, record management, and reporting
- Ability to provide effective coaching and professional learning for teachers and school staff
- Strong communication, collaboration, leadership, and problem-solving skills
- Ability to work effectively with diverse stakeholders, including students, families, staff, and community partners
- Knowledge of evidence-based practices utilized across the continuum of behavioral and mental health supports
- Must possess a valid driver’s license
Education and Experience
Required
- Bachelor’s degree in special education, school psychology, counseling, social work, applied behavior analysis, educational leadership, or related field
- Minimum of three years of successful experience working with students with behavioral or social-emotional challenges in a school or therapeutic setting
- Demonstrated experience providing behavioral interventions, coaching, and support within educational settings
- Experience collecting, analyzing, and utilizing behavioral data to inform decision-making and intervention planning
Preferred
- Master’s degree in a related field
- Experience providing professional learning and adult coaching
- Knowledge of crisis prevention and intervention practices
- Board Certified Behavior Analyst (BCBA) certification preferred, but not required
Performance Indicators
- Evidence of improved implementation of classroom management and behavioral support practices across schools
- Increased staff capacity related to behavioral health strategies and restorative practices
- Effective implementation and monitoring of behavioral intervention plans and support systems
- Evidence of data-informed decision-making and progress monitoring practices
- Reduction in behavioral incidents, exclusionary discipline practices, and crisis referrals
- Positive feedback from school staff regarding coaching and professional learning support
- Demonstrated collaboration with multidisciplinary teams and families to support student success
Physical Conditions and Work Contacts
Work is typically performed throughout the school division in office and school settings. Duties require frequent standing, sitting, walking, light lifting, vocal communication for expressing or exchanging ideas, hearing to perceive information at a normal spoken word level, and visual acuity for preparing and analyzing written or computer data. Driving is required. Daily contact may include students, teachers, administrators, families, and community partners.
Terms of Employment
11 months; at least 8 hours per day
Evaluation
Performance evaluation will be conducted annually by the Assistant Director of Student Support Services on the effectiveness by which the employee has carried out the above responsibilities.
This job description is intended to accurately reflect the position activities and requirements. It is neither intended to be, nor should it be construed as, an all-inclusive list of the responsibilities, skills, or working conditions associated with the position. Administration reserves the right to modify, assign, or remove duties as necessary.