This is a 9-month position. Applicants must have a B.S. degree from an accredited institution in Psychology, Sociology, Criminal Justice See full descriptions below:
QUALIFICATIONS:
1. Bachelor’s Degree from an accredited institution with a degree in Psychology, Sociology, Criminal Justice, or other related field.
2. Minimum two years of successful experience working in a school setting.
3. Minimum five years of successful experience managing adolescent behavior.
4. Such alternatives to the above qualifications as the Board may find appropriate.
SALARY LEVEL : 5.1
FLSA: Exempt
REPORTS TO: Executive Director of Schools and Student Services
TERMS OF EMPLOYMENT:
Salary and benefits shall be paid consistent with the system’s approved compensation plan. Length of the work year and hours of employment shall be those established by the system.
DUTIES AND RESPONSIBILITIES:
1. Conduct, design, and deliver Tier II and Tier III behavioral and attendance interventions and plans.
2. Provide direct behavior interventions, counseling, and guidance for students with personal or behavioral challenges.
3. Collaborate with teachers to integrate intervention strategies into classroom instruction.
4. Provide guidance, instruction, and support to teachers and staff in applying discipline policies and behavior management strategies.
5. Facilitate small-group instruction, skill-building, and function-based interventions for identified students.
6. Implement evidence-based strategies such as social-emotional skills training, check-in/check-out systems, peer mentoring, and attendance recovery plans.
7. Maintain confidential and accurate records of intervention plans, student progress, and outcome data within legal and ethical guidelines.
8. Use tools such as the Whole Child Snapshot and Direct Behavior Ratings to monitor attendance, behavior, and coursework (ABC indicators).
9. Prepare progress reports for school leadership, the DWC District Team, and community partners.
10. Serve as a core member of the school’s Advanced Tier Team, overseeing Tier II and Tier III behavioral supports.
11. Collaborate with the Problem-Solving Team to develop and monitor individualized intervention plans.
12. Use data-based decision-making to identify students in need, match appropriate interventions, and track progress.
13. Align interventions with DWC’s Whole Child pillars and district strategies (e.g., warm welcomes, restorative practices, engagement boosters).
14. Participate in ongoing district professional development, coaching, and collaborative planning sessions.
15. Share effective intervention strategies with school staff to build collective capacity.
16. Support the onboarding and training of new staff in advanced tier intervention practices.
17. Partner with families to reinforce intervention strategies at home.
18. Connect students and families with wraparound services through district/community partners.
19. Participate in school and community events to promote student well-being and family engagement.
20. Consult with parents, school personnel, and community agencies to support students when behavioral or disciplinary issues occur.
21. Demonstrate professionalism, ethical behavior, and respect in all interactions with students, staff, families, and community partners.
22. Assist in communicating and reinforcing the school’s mission and values.
23. Adhere to federal, state, and local policies related to student discipline, behavior, and special education.
24. Assist in providing a safe, orderly environment that supports teaching and learning.
25. Assumes other reasonable and equitable job-related duties as assigned by the immediate Director.
KNOWLEDGE, SKILLS, AND ABILITIES:
1. Knowledge of laws, regulations, and policies governing education in the state and system.
2. Knowledge of curriculum, instructional programs, and best practices for the appropriate level.
3. Ability to work with people in an effective manner.
4. Ability to communicate effectively, both orally and in writing.
5. Demonstrate interpersonal styles and methods to guide individuals and groups toward task accomplishment.
6. Ability to facilitate problem solving by individuals and groups.
7. Ability to use technology resources in records, management, curriculum, and the total school program.
8. Sufficient strength, agility, and dexterity to perform all required tasks.
9. Demonstrate high standards of professional conduct.
EVALUATION:
Performance of this job will be evaluated in accordance with the provisions of the Board’s policy on evaluation of personnel.
SOURCE: Dothan City Schools, Dothan, Alabama
Salary Schedule:
