Teacher - Student Support Interventionist - 2026-27

#386231

ROCKINGHAM COUNTY SCHOOLS

Job Description
Position Title: Student Support Interventionist
Department: School
Reports To: Principal
Work Schedule: 10-Month Employee
FLSA Status: Exempt
Salary Grade: Teacher Salary Schedule

This position is to assist in the transition of merging campuses. This position will end at the end of the 2027-2028 school year.

Position Summary
The Student supports the academic, behavioral and social-emotional success of students, with a primary focus on 3rd–5th grades. This position provides mentoring, behavior interventions and leadership in discipline, PBIS and MTSS processes. The advocate works closely with administration, the guidance counselor, teachers and families to provide targeted student support while maintaining a positive, safe and structured school climate.

Qualifications

• Active Professional Educators license in North Carolina
• Preference to those licensed in school administration (Principal K-12) or in an accrediated school administration program seeking licensure

Key Responsibilities
Behavior & Discipline Support
Support student behavior and discipline in collaboration with administration
Assist with investigating and responding to student incidents
Provide immediate intervention and de-escalation support when needed
Help implement appropriate consequences, restorative practices and follow-up actions
Support supervision during arrival, dismissal, lunch, recess and transitions

Student Mentoring & Direct Support (3rd–5th Focus)
Provide targeted mentoring support for students in grades 3–5, especially those identified through MTSS or discipline data
Conduct regular check-ins and build positive relationships with students needing additional support
Implement and monitor Check-In/Check-Out (CICO) systems for behavior accountability and progress monitoring
Serve as a consistent, trusted adult for students requiring additional guidance and support
Support student goal setting, reflection and behavior improvement plans

MTSS & Intervention Support
Assist with the development and implementation of behavior intervention plans (BIPs)
Support Tier 2 and Tier 3 behavior interventions within the MTSS framework
Collaborate with teachers and staff to monitor student progress and adjust supports
Participate in MTSS meetings and contribute to data-based problem solving
Identify students needing additional interventions based on behavior and attendance data

PBIS Leadership & School Climate
Serve as Co-Chair of PBIS and support implementation of PBIS systems and expectations
Assist with planning PBIS incentives, celebrations, and school-wide initiatives
Reinforce consistent behavior expectations across all grade levels and settings
Support school-wide systems that promote a positive and inclusive culture
Help lead student recognition and motivation programs

Data Collection, Monitoring & Reporting
Maintain accurate documentation of behavior incidents, interventions and student supports
Track and monitor discipline data, including ODRs, minor incidents, CICO progress, and intervention outcomes
Analyze and share trends from behavior incidents and student data with administration, PBIS, MTSS and staff teams
Use data to identify repeat behaviors, high-need students and areas for Tier 1 improvement
Provide regular data updates to support decision-making and school improvement goals
Ensure confidentiality and compliance with district and state reporting expectations

Collaboration with Counselors & Student Services
Work closely with the guidance counselor to align behavioral, social-emotional and mental health supports
Collaborate on student plans, small groups and targeted interventions
Assist with referrals for additional services when needed
Support crisis response and follow-up for students requiring additional care

Family & Staff Communication
Communicate with parents/guardians regarding behavior concerns, supports and progress
Collaborate with teachers, counselors and administration to align student interventions
Provide guidance and support to staff on behavior strategies, CICO and classroom management practices
Help ensure consistent communication and expectations across all stakeholders

Social-Emotional Learning (SEL) & Student Development
Support SEL initiatives and character education programs
Conduct SEL lessons
Reinforce skills such as self-regulation, responsibility and conflict resolution
Facilitate or support small groups focused on behavior and social-emotional growth
Promote a safe, supportive and student-centered environment

Goal of the Position
To support students particularly in grades 3rd-5th, academically, behaviorally and socially through mentoring, structured interventions, PBIS leadership and data-driven decision-making. This role ensures that students receive consistent support, develop positive behaviors and are equipped for success while contributing to a safe, structured and positive school environment.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction. Must not be on the NCDPI list of teachers no longer qualified to teach and/or must not be currently engaged in a certification revocation hearing process

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people, or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using a prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and apply the principles of descriptive statistics, statistical inference, and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving the nature of sounds by ear). Must be able to communicate via the telephone.

KNOWLEDGE, SKILLS, AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.