District Behavior Specialist

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CHANDLER UNIFIED SCHOOL DISTRICT

CLASSIFICATION: CERTIFIED

TITLE: DISTRICT BEHAVIOR SPECIALIST

CALENDAR: 0212 (10.5 MONTH)

SALARY: CERTIFIED PROFESSIONAL SALARY SCHEDULE

Job Goal:
To model, coach, and guide teachers in strategies to support student behaviors.

Minimum Qualifications:

• AZ Teaching Certificate with Special Education and General Ed preferred
• AZ IVP Fingerprint Clearance Card
• 5 years of successful classroom teaching, experience in specialized classrooms preferred
• Memberships in professional organizations and affiliations are desired
• Master’s Degree preferred

Core Job Functions:

• Work with other specialists to design training for new and continuing teachers in the use of evidence-based behavior interventions and supports
•  Assist district-level and building-level specialists, teachers, administrators, and other staff as necessary to understand program area needs, innovations, strategies, etc.
• Act as a liaison between the District and the Arizona Department of Education (ADE), institutes of higher education, business partners, professional organizations, and community groups, as related to the specific area
• Serve as a model by demonstrating behavior strategies in the classroom when appropriate
• Coordinate and facilitate professional development as needed for teachers and other staff in the program area
• Serve as the key communicator regarding  programs  to appropriate audiences
• Provide leadership and work effectively as part of the teaching and learning team to enhance cross-disciplinary integration
• Coordinate the writing and revision of district curricula in the program area
• Maintain and expand current knowledge of curricula and instructional innovations in the program area
• Report annually to District leadership on the impact/effectiveness of programming in the specific program area
• Maintain appropriate documentation 
• Work with parents and others in the community as necessary
• Demonstrate knowledge of national, state, and district standards and trends concerning instructional methods, resources, and strategies
• Demonstrate knowledge and understanding of a variety of data-collection methods/tools and the ability to apply the data to improve student outcomes
• Understand the purpose and specifics of multi-tiered systems of support and serve as a guide to the staff to effectively implement these systems
• Model direct, explicit, systematic instruction, including effective teaching techniques and strategies
• Collect and interpret data, identify the function of behaviors, and develop behavior intervention plans.
• Meet any additional specific job requirements as indicated by the District or Supervisor.

Core Values:

• Excellence in all we do. No matter how large or small, we value excellence in all parts of this organization. Excellence is a value, a quality, and our most important product.
• Equity and fairness in all things. Education is the great leveler, and we intend for all our students, staff, and patrons to have the opportunity, tools, and ability to succeed and excel.
• Collaboration is an effective decision-making model as well as an effective morale-enhancing model.
• Integrity is simply non-negotiable. Honesty, integrity, and reliability are the foundations of our organization.
• Efficiency is the essence of being a good steward of public trust. Our community supports us because we continually demonstrate our ability to produce the very best by carefully using the resources available.

Professional Qualities:

• Promote positive interactions with colleagues
• Promote positive interactions with students, parents, and community members
• Be responsible, reliable, and punctual
• Be flexible and adaptable to change
• Positively accept direction
• Direct constructive criticism toward improving the district
• Exercise positive problem-solving behavior and conflict resolution skills
• Adhere to the dress code appropriate to the site and job
• Share sensitive student and staff information on a need-to-know basis
• Be a positive role model for students
• Adhere to district and school rules and procedures
• Work with a large cross-section of people in a professional and non-judgmental manner

Physical Requirements:

• Positions in this classification often require physical activities such as stooping, kneeling, crouching, standing, walking, and sitting.
• The job involves finger or manual dexterity, repetitive finger motion, speaking, hearing, seeing (with correction), and focusing ability.
• Employees may be exposed to travel, odors, dust, poor ventilation, workspace restrictions, and loud noises.
• The work may require lifting or exerting up to 40 pounds of force occasionally and up to 10 pounds of force frequently.
• Reasonable accommodation may be available for individuals with disabilities to perform the essential job functions.
• The physical demands described are representative of those an employee must meet to perform the essential job functions successfully.
• Reasonable accommodations may be made for individuals with disabilities.

Note:

The above job description is intended to represent only the key areas of responsibility; specific position assignments will vary depending on the business needs of the department.

Updated 12/2/25