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POSITION SUMMARY:
This position supports administrators and teachers in the development and coordination of behavior interventions for students within the District. It provides leadership in the development and coordination of behavior interventions. The role involves working with district personnel, including other team members in the Department of Exceptional Students, to promote various methods of learning for students on Tier 1, 2 and 3. This position reports to the Director of Student Discipline, Prevention and Intervention or designee.
KEY RESPONSIBILITIES:
Provides direct support to administrators, teachers, and students. Responsible for on-site supervision and for training unit staff in intervention techniques. Designs and implements behavioral treatment programs for students enrolled in self-contained behavior support classes; conducts data collection and evaluation of student behaviors.
Plans and confers with instructional staff concerning behavioral, social, and developmental needs of students. Develops and conducts in-service activities regarding behavior modification techniques. Assists instructional staff with the development of Functional Behavior Assessment (FBA), Behavior Correction Action Plan (B-CAP), Behavior Intervention Plan (BIP), Behavior contracts, instructional strategies/techniques, and interventions for students as needed.
Collaborates with school-based staff to determine appropriate services for eligible students through recommending adjustments to the learning environment, adapting curricula, or accommodations. Monitors and models the use of best practices for implementing research-based behavior strategies in the school setting.
Participates as a member of Individualized Education Program (IEP) team to develop intervention techniques, recommends day-to-day activities, and evaluates the on-going progress of students. Teaches life skills and provides crisis intervention (behavioral classes/sessions, behavior modification techniques, etc.) for students as needed.
Facilitates the Prevention and Alternatives to Suspension Programs, Proactive Behavior Skills Instruction and conducts Proactive Classroom Observation Walkthrough to promote positive student outcomes.
Conferences with administrators, other school system employees, the Department of Exceptional Students, other states, metro agencies, as well as private/public schools and institutions to continually enhance and promote maximum behavior intervention programs, methods, strategies and opportunities for students. Facilitates and/or supports the Mindset Communication and Restraint Training.
Facilitates the development of exit criteria upon acceptance of a student in a specialized behavior support classroom. Supports initiatives from the District’s Strategic Plan and the School Strategic Plans. Reviews Individualized Education Program (IEP) upon student’s entrance and supports placement.
All other duties, as assigned and required, to perform the above services.
KEY JOB REQUIREMENTS:
Bachelor’s degree in an appropriate education field required. Bachelor’s Degree in an area of Special Education or General Education with a teaching certificate is preferred.
Minimum of three (3) years of teaching experience required. Experience coordinating behavior intervention programs in a K-12 public school setting preferred.
Makes decisions and final recommendations which routinely affect the activities of others.
Valid Georgia Professional Standards Commission (GaPSC) teaching certification at–T-4 level or higher in a related content field. Special Education or Behavior Disorders preferred.
Moderate level of judgment: supervisor is available to review established broad objectives and approve executive-level decisions.
Requires regular, frequent contact with internal and external personnel of influence and decision-making responsibility to discuss issues of moderate importance. Excellent interpersonal skills are required for interacting and working with various levels of individuals.
Requires excellent presentation, written and verbal skills.
Applies technology concepts to improve efficiency and effectiveness of District; must be proficient with computer.
Responsibility for the Welfare of Others: Constant (Daily) - to exercise the duty of care and protection of the health, safety, security, welfare, well-being, and best interests of the district's various stakeholders.
Normal School setting. Requires travel daily to multiple school sites.
Light duty - On most occasions sitting at a desk or table; intermittently sitting, standing, or stooping.
Light to moderate lifting or carrying of 35 lbs. or less; may occasionally be required to assist in lifting or carrying up to 50 lbs. Requires physical ability to implement physical restrain techniques in accordance with adopted district policies.
The 2026-2027 salary scales are not yet available. The 2025-2026 salary schedules may be accessed via the following link: 2025-2026 Teacher Salary Scale
