SPECIAL EDUCATION BEHAVIOR SPECIALIST 12 MONTH

POSITION TITLE

1810 BEHAVIORAL SPECIALIST PROF I 12 MONTH                                                                  

GENERAL DEFINITION AND CONDITIONS OF WORK

This position is responsible for supporting and guiding administrators, teachers, and school-based teams in identifying and implementing evidence-based practices in providing positive behavior supports for students with disabilities (SWD) with challenging behaviors. The Behavior Specialist will collaborate with school-based teams to assist in developing and implementing classroom and individual behavior intervention plans, develop and provide in-service training for school staff, perform classroom observations, provide feedback, and guide the implementation of student-specific behavior interventions.   

ESSENTIAL FUNCTIONS/TYPICAL TASKS

This position description is not intended to be an exhaustive list of all duties, knowledge or skills associated with 

• Assist building administrators in identifying appropriate evidence-based practices to support positive behaviors for students with disabilities across multiple settings.
• Monitor and analyze division-wide discipline data to recommend evidence-based strategies and plan and conduct in-service training based on school-specific needs.
• Assist school-based teams in developing classroom and individual behavior intervention plans for providing a safe and effective educational environment using evidence-based strategies for students with challenging behaviors that have been resistant to classroom systems of support.
• Lead and coordinate division-wide efforts to train school-based teams in the development of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) for students. Provide coaching support to IEP teams in the development, implementation and monitoring effectiveness of BIP.
• Maintain certification as an instructor in de-escalation and crisis intervention training and provide division-wide training.
• Identify appropriate curriculum and instructional resources for students with social/emotional deficits and provide on-going in-service training and monitoring to ensure fidelity of implementation and monitor effectiveness of selected curriculum and resources.
• Collaborates with coordinator of special education-behavior to provide consultative support to OSSS(Office of Student Support Services) staff on implementation and progress monitoring of behavioral interventions and supports for students with disabilities.
• Provide training to families in understanding and supporting positive behavior strategies for students with disabilities.
• Assists coordinator of out of district placements with classroom observations and participation in IEP meetings as appropriate.
• Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all/targeted students, and those displaying a need for behavioral support.
• Maintain abreast of current research on effective behavior interventions related to school and student-specific needs.
• Perform other duties as assigned.

Note:  These are intended only as illustrations of the various types of work performed.  The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. 

KNOWLEDGE, SKILLS AND ABILITIES

Must possess a Virginia teaching license, with three years of experience as a teacher or administrator providing special education services; or any equivalent combination of training and experience working with students with emotional disabilities and/or behavioral disorders, which would provide the acceptable knowledge, skills and abilities, as evidenced in the following performance responsibilities. Must possess instructional knowledge of crisis intervention strategies, ability to apply a gradually progressive system of verbal and non-verbal strategies to effectively de-escalate potentially dangerous situations knowledge of applied behavioral analysis, behavioral principles and strategies. Demonstrate knowledge of various methods of data collection and subsequent analysis and interpretation for data to drive appropriate behavioral interventions. Ability to conduct and interpret functional behavioral assessments in the development of effective behavior intervention plans. Ability to develop and present ideas effectively, orally and in written form; ability to establish and maintain effective working relationships with school administrators, the School Board, and the general public.

EDUCATION AND EXPERIENCE

A master's degree in education or a related field from an accredited college or university. Must have extensive experience supporting student behavior in educational settings. A minimum of ten (10) years of successful experience in teaching and/or providing specialized support in behavior intervention or related areas.

WORKING CONDITIONS & PHYSICAL REQUIREMENTS

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 accommodation may be made to enable individuals with disabilities to perform essential functions. Exhibit manual dexterity to dial a telephone, to enter data into a computer terminal; see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal levels; speak in audible tones so that others may understand; physical agility to lift up to 25 pounds.

FLSA STATUS

Exempt

AA/EOE STATEMENT

This employer does not knowingly discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin.

JOB REVISION INFORMATION

Created: 

Revised: 6/2025 (BJJ)