FAYETTE COUNTY PUBLIC SCHOOLS
Behavior Support Teacher
Position Description
The Fayette County Public School System does not discriminate on the basis of race, color, religion, sex, national origin, age or
disability in any of its employment practices, educational programs, services or activities.
WORK LOCATION: Central Office FLSA STATUS: E x e m pt
Assigned school(s)
REPORTS TO: E x ceptional Children’s Services WORK CALENDAR: 1 9 0 Days
Coordinator
SALARY: Salary based on Fayette County APPROVED (Board):
Public School System Educator
REVISED: September 2022;
Salary Scale
February 2018
SUMMARY: Supports students and teachers in the identification and provision of research-based behavioral interventions;
collection of progress monitoring data; development of Functional Behavior Assessments; implementation of Behavior
Intervention Plans (BIPs); and implementation of Individualized Education Programs (IEPs) for students with disabilities.
ESSENTIAL FUNCTIONS:
1. Demonstrate prompt and regular attendance
2. Recommend and assist in implementation of instructional and/or behavioral interventions to increase student
performance; make recommendations for effective management of the learning environment and maintenance of
the physical setting for instruction
3. Conduct Functional Behavior Assessments and develop Behavior Intervention Plans
4. Instruct students on an itinerant basis based on IEPs and Behavior Intervention Plans (BIPs)
5. Observe students and provide special education services for students with disabilities
6. Consult and collaborate with parents, teachers, administrators, counselors, and other professionals regarding
students’ educational programming. Coordinate the assignments for itinerant paraprofessional staff as needed
7. Participate in IEP, BIP and other student development and achievement-related conferences with parents, students,
counselors, teachers, and/or administrators
8. Attend meetings, conferences and professional learning sessions
9. Maintain required records accurately
10. Support and assist teachers with the collection of progress monitoring data
11. Increase teachers’ knowledge, skills, and abilities by modeling effective instructional and behavioral interventions
for students with disabilities, by modeling appropriate data collection techniques, and by leading professional
learning activities to support district initiatives
12. Perform other duties as assigned and allowable by intended program
REQUIRED QUALIFICATIONS:
Master’s degree or above from a Professional Standards Commission approved accredited college or university
Valid Professional Standards Commission approved certificate in appropriate educational field in special education
Minimum of three (3) years’ experience teaching students with disabilities
Experience working with students with behavioral concerns
Excellent oral, written and interpersonal communication skills
PHYSICAL DEMANDS:
Routine physical activities that are required to fulfill job responsibilities. Ability to exert up to 50 pounds of force
occasionally, and/or up to 20 pounds frequently, and/or up to 10 pounds of force constantly to move objects. Ability to lift a
student up to a weight of 35 pounds without assistance; ability to perform a two-person lift for students over 35 pounds.
2022
