Behavior Specialist

Position: Behavior Spedialist

Reports to: Building Principal

Terms of Employment: Full-time, GRANT FUNDED

2026-27 School Year

Job Summary

The Behavior Specialist (Elementary Focus) is a preventative, systems-based role focused on strengthening classroom environments and building staff capacity in behavior support. This position operates from the belief that behavior is a skill to be taught and developed, not managed or removed. The Behavior Specialist works alongside teachers to model, coach, and implement practical, classroom-based strategies that improve routines, expectations, and overall consistency. The role prioritizes prevention by helping staff reduce the frequency and intensity of behavioral challenges over time. The Behavior Specialist does not manage discipline or assign consequences, but instead supports staff in developing the skills and systems needed to maintain effective learning environments.

Qualifications:

• Bachelor’s degree in Education, Psychology, Social Work, Behavior Analysis, or related field
• Experience working with students in a school or youth-serving setting
• Demonstrated knowledge of PBIS, MTSS, or similar multi-tiered systems
• Ability to analyze behavior and support development of intervention strategies

Preferred

• Michigan certification in education, school psychology, social work, or related field
• Training or experience in behavior frameworks (PBIS, trauma-informed, SEL, ABA principles)
• Experience supporting staff or leading professional learning
• CPI certification or willingness to obtain

Responsibilities:

Tier 1 Systems and Classroom Support (Primary Focus)

• Model and coach effective classroom management practices in real time
• Support teachers in establishing clear routines, expectations, and transitions
• Assist staff in implementing PBIS and MTSS-aligned Tier 1 systems consistently
• Identify patterns across classrooms and grade levels to target support
• Increase staff capacity to manage behavior independently within the classroom

Staff Coaching and Professional Learning

• Provide coaching cycles (observe → feedback → refine)
• Support teachers in proactive strategies that reduce escalation
• Model de-escalation strategies without assuming control of the situation
• Facilitate staff learning around behavior, regulation, and trauma-informed practices
• Partner with teams to align expectations across classrooms and grade levels

Targeted Student Support (Secondary, Not Primary)

• Support staff in developing and implementing Behavioral Intervention Plans (BIPs)
• Assist with Functional Behavioral Assessments (FBAs) from a consultation lens
• Provide short-term modeling of interventions to build staff capacity
• Support Tier 2 interventions through staff guidance, not direct ownership

Data and Systems Improvement

• Use behavioral data to identify trends and system gaps
• Support teams in adjusting Tier 1 practices before escalation occurs
• Monitor effectiveness of classroom strategies and provide feedback
• Collaborate with MTSS teams to align supports across tiers

Attributes:

• Views behavior as a skill to be taught and developed, not managed or removed
• Builds staff capacity through coaching, modeling, and feedback rather than taking over situations
• Uses practical, classroom-based strategies that teachers can implement immediately
• Maintains clear role boundaries and does not assume responsibility for discipline or consequences
• Focuses on prevention by strengthening routines, expectations, and classroom systems

POSTING DEADLINE: APRIL 27, 2026     

Crystal Hopkins, HRS, SPS

• Human Resources Director, Payroll & Benefits
• Email: hopkinsc@ppsvikings.org
• Phone: (517) 645-4700 Ext.102
  

District Website: ppsvikings.org

Application Link: https://ppsvikingsmi.tedk12.com/hire/index.aspx

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The schools district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.

Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.