K-2 Behavioral Interventionist FY27

Bedford Public Schools

Invites applications for the position of:

K-2 Behavioral Interventionist

FY27

Position Overview:

• Targeted Support: Serve as an educator dedicated to supporting K-2 students exhibiting significant behavioral and emotional challenges.
• Strategic Bridge: Act as a vital link between the counseling office, general education classroom environment. administration and special education when necessary
• Program Development: Lead the creation and scaling of the school's behavioral intervention program through creating the systemic structures necessary to ensure interventions are consistent, measurable and sustainable
• Operational Fluidity: Balance direct 1:1 intensive student support with high-level program design and management.

Responsibilities & Essential Functions: 

The essential functions or duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. 

1. Program Development & Systems Architecture

• Systemic Design: Build and refine the organizational framework for behavioral supports to ensure long-term consistency across grade levels.
• Inter-departmental Integration: Optimize how behavioral interventions interface with Special Education, General Education, and Mental Health services for a seamless "whole-child" approach.
• Sustainability Planning: Develop standardized protocols, documentation systems, and progress-monitoring tools to ensure the program's impact endures beyond individual tenure.

2. Direct Student Support & Skill Building

• Targeted Intervention: Conduct pull-out sessions for intensive social-emotional learning (SEL) and behavioral coaching.
• Skill Generalization: Provide "in-the-moment" coaching in the classroom to help students apply regulation strategies during academic tasks.
• Instructional Scaffolding: Deconstruct complex assignments into manageable, "bite-sized" pieces to reduce frustration and triggers.
• Integrated Learning: Explicitly weave emotional regulation prompts and coping strategies into academic practice.
• Crisis Management: Support individual students as well as building needs as a crisis responder to support de-escalation and regulation strategies in the moment.

3. Staff Supervision, Coaching & Collaborative Capacity Building

• Oversee ESPs connected with programming, including managing schedules, plans, and training.
• Teacher Partnership: Collaborate with classroom teachers to implement environment-based modifications and tier-one behavioral strategies.
• Data-Driven Insights: Collect and analyze behavioral data to refine individual plans and report on the overall health of the intervention program.
• Collaboration and Consultation: Collaborate closely with counseling staff and contracted consultants to help develop intervention plans.
• Co-Regulation Coaching: Model and coach classroom teachers on specific de-escalation techniques and environmental triggers unique to the student.
• Family Engagement: Maintain consistent, transparent communication with families to align home and school strategies and share progress "wins."
• Other tasks may be assigned by the principal to support behavioral needs and interventions in the building.

4. Assessment & Documentation

• Lagging Skill Identification: Use functional behavioral frameworks to identify the "why" behind behaviors (e.g., difficulty with transitions, sensory overload, or communication deficits).
• Progress Monitoring: Maintain rigorous data collection on targeted behavioral goals and the frequency/intensity of interventions.
• MTSS and Pre-Referral Facilitation: Provide comprehensive documentation and longitudinal data to support the Multi-Tiered System of Supports (MTSS) process and potential transitions to an Individualized Education Program (IEP). Assist teams in determining when a referral for special education evaluation may be appropriate. 

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 essential functions.

While performing the duties of this job, the employee is frequently required to sit and talk or hear. The employee is occasionally required to walk; use hands to finger, handle, or feel objects, tools, or controls; and reach with hands or arms. The employee is also required to sit at and use a computer for extended periods.

The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. 

Required Skills & Qualifications:

• MA DESE License for Early Childhood: Teacher of Students in PreK–2
• Successful completion of a CORI and national background check (fingerprinting).
• Instructional Agility: Ability to quickly modify curriculum on the fly to meet a student's current emotional regulation level.
• Collaborative Mindset: Exceptional interpersonal skills; must be comfortable working as part of a high-functioning "wrap-around" team.
• Behavioral Expertise: Deep understanding of child development for ages 5–8 and trauma-informed practices.
• Communication: Strong written and verbal skills for professional documentation and empathetic parent communication.
• Content Knowledge: Familiar with grade-level standards (ideally CKLA, Bridges curriculum) and pedagogical practices ranging from explicit instruction to play-based learning.

Preferred Skills & Qualifications

• Strategic Program Development: Experience or understanding of building, implementing, and evaluating educational or behavioral programs from the ground up.
• Data Proficiency: Strong skills in qualitative and quantitative data collection and analysis to drive systemic improvements.

Salary/Benefits:

Per BEA and BPS contract

Bedford Public Schools are committed to hiring, mentoring, and retaining a diverse staff. We are relentless in our efforts to bolster equity, in both academic and work spaces, by fostering a culture of belonging and ensuring our diverse employees and students have equitable access to the resources and opportunities needed to thrive — personally, professionally, and academically.