Coordinator of Behavior Support Services - Special Education

POSITION TITLE: Coordinator of Behavior Support Services - Special Education

EXEMPTION STATUS: Exempt

REPORTS TO: Director of Special Programs

TERMS OF EMPLOYMENT: 12 months, 2026-2027 school year

Primary Purpose:

Assure implementation of appropriate programs to meet the needs of all students qualified for services under the Individuals with Disabilities Education Act. 

Qualifications:

Education/Certification

Master’s Degree

Supervision, Mid-Management or Principal Certification

Valid Texas Teaching Certificate with Special Education Endorsement

Special Knowledge/Skills

Knowledge of federal and state laws and regulations for special education

Knowledge of specific disabilities and special education curriculum

Ability to interpret policy, procedures and data

Strong organizational, communication (verbal and written), and interpersonal skills

Experience:

Three years’ teaching experience in special education

Major Responsibilities and Duties:

Instructional and Program Management

• Assist in the oversight of special programs by providing instructional leadership and support for staff.
• Assist in the direction and management of the district’s special education programs.
• Assess and respond to needs related to job responsibilities.
• Serve on Admission, Review, and Dismissal (ARD) committees to resolve difficult situations and as needed.
• Provide support to teachers on instructional strategies to support the needs of students in the general education classroom and the needs of students in the special education behavior program.
• Implement the policies established by federal and state law, State Board of Education rule, and local policy in the area of special education.
• Contribute to the recommendation of sound policies directed toward program improvement.
• Compile, maintain, and file all reports, records, and other documents required to verify compliance efforts.
• Demonstrate support for the district’s student management policies and expected student behavior related to special programs.

Fiscal Management:

• Ensure that programs are cost effective and funds are managed prudently.
• Serve as a resource in designing and equipping physical facilities for individuals with disabilities.

Personnel Management:

• Evaluate job performance of employees to ensure effectiveness.
• Make sound recommendations relative to personnel placement, transfer, retention, and dismissal for staff serving students with disabilities in the district’s structured learning environment (SLE) for behavior. 

Professional Growth and Development:

• Develop professional skills appropriate to job assignment and participate in professional learning opportunities.
• Maintain familiarity with the district’s initiatives to better serve students’ needs.
• Develop training options and/or improvement plans to ensure effective special programs.

Communication and Community Relations:

• Demonstrate behavior that is professional, ethical, and responsible; serve as a role model for staff and students; and promote a positive, caring climate for learning.
• Consult with teachers and administrators to assist in the provision of appropriate services to students.
• Deal sensitively and fairly with persons from diverse cultural backgrounds.
• Employ effective interpersonal skills in dealing with questions or concerns.
• Establish and maintain open communication and conduct conferences with parents, students, and staff.
• Develop awareness of district and community needs and initiate activities to meet those identified needs to ensure participation of students with disabilities.
• Articulate the district’s mission and goals in the area of special education to the community and solicit support in realizing the mission.

Supervisory Responsibilities:

• Supervise and evaluate the performance of the licensed specialist in school psychology, licensed specialist in school psychology intern for at-risk students, licensed professional counselor, behavior specialist, special education itinerant teachers, and special education itinerant instructional aide – INspire.

Mental Demands/Physical Demands/Environmental Factors:

• Tools/Equipment Used: Standard office equipment, computer, peripherals, electronic devices, telephone
• Posture: Prolonged sitting and standing, occasional kneeling/squatting, bending/stooping, pushing/pulling, twisting, reaching
• Motion: Frequent repetitive hand motions, keyboarding, use of mouse, wrist flexion/extension
• Lifting: Lifting and carrying up to 30 pounds without assistance, 30-55 pounds with assistance, and more than 55 pounds with appropriate assistance
• Environment: Work is performed in an office setting and on campuses; routine in-district travel; occasional irregular and/or prolonged hours
• Mental Demands: Maintain emotional control under stress, work with frequent interruptions