MT. BLUE REGIONAL SCHOOL DISTRICT - RSU 9
227 MAIN STREET, FARMINGTON, ME 04938
Phone (207) 778-6571 Fax (207) 778-4160
COMMUNITY CULTURE CURRICULUM
“Working together to provide high-quality educational opportunities for all.”
CHESTERVILLE - FARMINGTON - INDUSTRY - NEW SHARON - NEW VINEYARD - STARKS TEMPLE - VIENNA - WELD - WILTON
Behavioral Support & Intervention Specialist
W.G. Mallett, Cascade Brook School, Cape Cod Hill School & Academy Hill School
School Year 2026- 2027
Job Goal(s): The Behavioral Support & Intervention Specialist is a compassionate, relationship-centered educator who helps create a safe, supportive, and restorative school culture working directly with students and staff. This role bridges behavior systems, social-emotional learning, and restorative practices to ensure that all students feel seen, supported, and empowered to thrive both academically and socially.
Qualifications
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90 credits of approved study or completion of an approved alternate certification pathway.
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Ed Tech III certification from Maine DOE / CHRC (Fingerprinting Approval)
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BHP Certification (optional/will provide training)
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SafetyCare Certification (will provide training)
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Restorative Practice experience (desired)
Certifications
Maine DOE- Ed Tech III Certification
Performance Responsibilities
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Restorative Practice: Initiate model, and facilitate restorative circles, conferences, and mediations for conflict resolution, community building, and repairing harm.
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Coordinate Tiered Behavioral Supports (MTSS/BARR): Collaborate with staff and administrators to develop, monitor, and use data for Tier 1-3 behavioral interventions, focusing on proactive support to reduce referrals.
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Student Support: Partner with administration, students and families to create and track individualized behavior/support plans aligned with restorative values, ensuring consistency across the school.
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Crisis Response: Support restraint and/or seclusion events as appropriate, and engage in regular debriefing sessions.
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Support Staff: Provide ongoing support to teachers and paraprofessionals on behavior management, trauma-informed strategies, and positive classroom culture. Works collaboratively with teachers, BCBA & administration to develop and implement behavior plans.
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Communication & Direction: Maintain close communication and meet regularly with the Principal and BCBA for instruction, direction, and reporting on behavior implementation, data collection, and analysis.
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Reporting & Information: Inform the Principal, BCBA, or guidance counselor of any problems or special information regarding individual students. Report to the Principal if unable to resolve a conflict with a colleague.
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Student Supervision: Carry out assigned duties related to student supervision (e.g., recess, lunch, boarding buses, class trips).
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Professionalism: Maintain a high level of ethical behavior, confidentiality, and professionalism in following all school district policies, rules, and team standards.
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School Operations: Follow all necessary time clock procedures; substitute for other support staff when requested.
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General Duties: Carry out other duties and responsibilities as assigned by the building Principal.
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Growth: Participate in assigned training programs.
Education
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90 credits of approved study or completion of approved alternate certification pathway.
Experience
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Experience preferred, but will train the right candidate.
Working Schedule
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Elementary Schedule
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School Year + 4 days (183 days)
Travel Requirements
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Travel between schools or district buildings may be required for certain positions
Reports To: Building Principal
Terms of Employment: As determined annually by the District.
Evaluation: Completed annually by Principal or their designee
FLSA Status: Non-exempt
Note: The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.
