Behavior Interventionist, Andrews Elementary

Job Title: Behavior Interventionist

Building/Department: Andrews Elementary

Reports to: Building Principal

Summary:

The Behavior Interventionist (BI) plays a crucial role in enhancing the overall quality of the educational environment by fostering positive student behaviors. The BI will collaborate closely with administration and the Positive School Climate Team to support a culture focused on appropriate behavior, utilizing strategies from community health, social work, psychology, counseling, and education. The BI assists individuals in replacing disruptive or harmful behaviors with positive actions, promoting mutual respect, accountability, and growth within a diverse school community.

Education and Experience:

• Required: High School Diploma and/or Associate’s Degree; experience mentoring youth and working with parents.
• Preferred: Degree in education, social work, psychology, or related fields; experience with PowerSchool and Google Suite (Docs, Sheets, Mail).

Principal Duties and Responsibilities:

(These duties and responsibilities are judged to be "essential functions" in terms of the Americans with Disabilities Act or ADA)

• Support students’ behavioral, social, and learning development to enhance school progress and success.
• Actively participate in the Student Assistance Team and Positive School Climate Team.
• Promote regular attendance and assist in preventing truancy issues.
• Serve as a liaison between students, families, and community resources.
• Build positive relationships with students individually and in small groups to prevent bullying.
• Maintain open communication with families as needed.
• Be trained in CPI Crisis Intervention.
• Attend required meetings and adhere to high academic and behavioral standards.
• Represent the school district positively and follow district policy and chain of command.
• Perform additional duties as assigned, including supervision duties that contribute to student success.
• Maintain a consistent and reliable on-site work schedule

Qualification Requirements:

To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Language Skills: Strong verbal and written communication skills; ability to facilitate effective communication between students, families, and the school.
• Other Skills & Abilities: Problem Solving and Conflict Resolution. Excellent skills in addressing and managing student behavior and resolving conflicts.
• Trained Crisis Intervention (e.g., CPI): At the high school level, there might be an increased need for intervention skills, particularly for de-escalating physical altercations or ensuring a student’s safety. This would require training in safe restraint techniques but would be used sparingly and only in critical situations where student safety is at risk.

Physical Demands:

The physical demands described here 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. Mobility and Movement: Extended periods of walking and standing throughout a high school campus, requiring movement between classrooms, common areas, and outdoor settings. Flexibility in Movement: Ability to reach, stoop, and occasionally crouch as needed to interact with students. Physical Intervention Preparedness: Trained Crisis Intervention (e.g., CPI) skills may occasionally be required to de-escalate situations, with physical restraint as a last resort and in emergency situations only. Lifting and Carrying: Occasional lifting of items up to 30 pounds, such as intervention tools or materials. Visual and Hearing Requirements: Close vision and strong listening skills to observe student behaviors, interpret body language, and maintain clear communication with students, families, and staff. Verbal Communication: High frequency of verbal interaction, requiring clear speech and active listening. Moderate Physical Activity: Movement across a large campus, moderate physical activity, and flexibility in navigating multiple areas of the school.

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Regularly works indoors but may also need to monitor outdoor school areas and school events. Works under time-sensitive conditions to address immediate student behavioral needs.

Union Representation: Please note: This position is Non-Union. Salary, terms and other conditions of employment established by the Board of Education.

FLSA Status: This is an Exempt FLSA position. Exempt employees are not eligible for overtime pay under the Fair Labor Standards Act.

Reasonable Accommodations: Three Rivers Community Schools is committed to providing reasonable accommodations to qualified applicants with disabilities. To request an accommodation during the application process, please contact the Human Resources Office at 269-273-1104.

Equal Employment Opportunity (EEO) Statement: Three Rivers Community Schools is an equal opportunity employer. It is the policy of Three Rivers Community Schools that no person shall, on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), be excluded from participation in, be denied benefits of, or be subjected to discrimination during any program, activity, in hiring or in employment.

Additional Information:

• Schedule: 186 days per year, generally following the TRCS Academic Calendar. Includes non-working days during winter, spring, and summer breaks, as well as designated holidays.