Primary Purpose:
To implement and coordinate school-wide and individual behavioral support systems. The Behavior Interventionist works to reduce classroom disruptions and office referrals by identifying the root causes of student behaviors and teaching self-regulation skills, ensuring every student has the emotional stability to succeed academically.
Minimum Qualifications:
Education/Certification:
- Bachelor’s degree from accredited university
- Valid Texas teaching certificate with required endorsement for subject and level assigned or approved alternative certification program
- ESL certification preferred
- Candidate must have a satisfactory outcome of a fingerprinting background check. Non-refundable fee (approximately $50) paid by employee.
Required Experience:
Minimum of 3–5 years of successful classroom teaching experience; proven track record of improving student performance.
Knowledge/Skills:
- Expertise in Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks.
- Strong interpersonal skills for coaching and peer-to-peer collaboration.
- Advanced knowledge of PBIS (Positive Behavioral Interventions and Supports).
- Proficiency in conducting Functional Behavioral Assessments (FBA) and developing Behavior Intervention Plans (BIP).
- Certification in crisis prevention/de-escalation (e.g., CPI or Mandt or district required training.
- Knowledge of districtwide character education program
Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)
Professionalism
The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.
- Rule §247.1 Purpose and Scope; Definitions
- Rule §247.2 Code of Ethics and Standard Practices for Texas Educators
MAJOR RESPONSIBILITIES AND DUTIES:
Organization Improvement
- Analyze campus-wide discipline data to identify "hot spots" (times or locations) and demographic trends.
- Collaborate with administration to refine the campus Discipline Management Plan and Tier 1 classroom management strategies.
- Manage students’ behavior in accordance with Student Code of Conduct and student handbook.
- Lead the implementation of "Restorative Practices" to decrease recidivism in disciplinary infractions.
Interpersonal Responsibilities
- Provide real-time coaching to teachers on de-escalation techniques and classroom management.
- Conduct observations of students in their natural classroom environment to provide feedback on behavioral triggers.
- Model "Cool Down" or "Reset" room procedures for students and staff.
Communication and Community Relations
- Conduct home visits or parent conferences to align behavioral expectations between home and school.
- Act as a liaison with community mental health resources and outside providers.
- Facilitate "Re-entry" meetings for students returning from discretionary or mandatory removals (DAEP).
- Be a positive role model for students, support the mission of the district.
- Establish and maintain open communications with parents, students, principals, teachers, and support staff by conducting conferences.
- Maintain a professional relationship with colleagues, students, parents, and community members.
- Use effective communication skills to present information accurately and clearly.
Professional Growth and Development
- Attend specialized training on trauma-informed care and neuro-sequential models of education.
- Provide professional development for campus staff on recognizing signs of student crisis and mental health needs.
- Participate in national and state level organizations to stay abreast of latest research and best practices.
- Attend professional development opportunities related to designated subject areas.
- Read, synthesize, and disseminate research and information related to best practices from books, journals, listservs, websites, and other media formats.
- Attend meetings and participate in staff development activities to improve job-related skills.
Supervisory Responsibilities:
None
Equipment:
- Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, scanner, copier, fax and other equipment applicable to the position.
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors
- Ability to remain calm in crisis situations; high emotional endurance; maintain confidentiality of sensitive student records.
- Ability to perform physical restraint/intervention if certified and necessary; frequent walking and standing.
- Exposure to high-stress situations; potential for aggressive student behavior.
- Work with frequent interruptions.
- Work irregular hours and extended work hours to include holidays and weekends.
- Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
- Occasional district wide and statewide travel.
- Use a computer for prolonged periods resulting in repetitive hand motion.
- Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
- Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
