Behavioral Support Instructor and Interventionist (Special Education Teacher 3-12)

id='p939_'>Behavioral Support Instructor and Interventionist (Special Education Teacher 3-12) JobID: 939

Position Type:

High School Teaching/Special Education Teacher

Date Posted:

7/15/2026

Location:

Glen Ridge School District

Additional Information: Show/Hide

The Behavioral Support Instructor and Interventionist supports the instruction of positive behaviors and SEL development at the Tier II and III levels. This staff member helps collect data and implement behavior support plans and behavior intervention plans. This staff member instructs students directly, in and outside of classrooms, and also supports teacher development of best practices in this area.

Position Purpose

• Under the general supervision of the Director of Student Services and School Principals, the teacher will maximize the learning experience of students with students that are exhibiting behavioral challenges that interfere with their educational program, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.

Essential Functions

Direct Student Support

• Provide individualized and small-group instruction focused on:

• Self-regulation

• Executive functioning

• Social skills

• Emotional regulation

• Conflict resolution

• Problem-solving

• Self-advocacy

• Organizational skills

• Coping strategies

• Academic Instruction, as assigned

• Support students experiencing:

• School avoidance or chronic absenteeism

• Anxiety impacting school participation

• Behavioral challenges

• Difficulty transitioning between settings

• Re-entry following hospitalization, home instruction, suspension, or extended absence

• Provide check-in/check-out (CICO) and other evidence-based Tier II and Tier III behavioral supports.

• Develop individualized transition and reintegration plans that promote successful return to school.

• Provide direct instruction aligned with students' IEP goals, behavioral plans, and MTSS intervention plans.

Behavior Intervention & Data-Based Decision Making

• Collaborate with the Child Study Team and administrators in conducting Functional Behavioral Assessments (FBAs) and developing Behavior Intervention Plans (BIPs).
• Support implementation and fidelity of behavior intervention plans across school settings.
• Collect, analyze, and monitor behavioral, attendance, and intervention data to evaluate student progress.
• Maintain documentation related to interventions, progress monitoring, and MTSS decision making.
• Assist teams in identifying appropriate interventions prior to considering more restrictive educational placements.

MTSS & Systems Support

• Serve as an active member of school-based MTSS teams.
• Recommend evidence-based behavioral and engagement interventions using multiple data sources.
• Collaborate with teachers, counselors, school psychologists, social workers, behavior specialists, and administrators to coordinate student supports.
• Assist with developing intervention plans that increase student participation within the least restrictive environment.
• Support district initiatives related to MTSS, PBIS, attendance improvement, and inclusive practices.

Teacher Coaching & Consultation

• Provide classroom coaching and consultation regarding:

• Positive behavior supports

• Classroom management

• Executive functioning supports

• De-escalation strategies

• Restorative practices

• Trauma-informed instruction

• Student engagement

• Social-emotional learning

• Model evidence-based instructional and behavioral strategies within classrooms.

• Assist teachers in implementing IEP accommodations, behavior plans, and specially designed instruction related to behavioral and executive functioning needs.

Family & Community Collaboration

• Partner with families to strengthen home-school communication and improve student engagement.
• Participate in IEP meetings, intervention meetings, manifestation determinations, and parent conferences as appropriate.
• Collaborate with community agencies, treatment providers, and outside professionals to support coordinated student services.
• Assist families in developing successful transition and attendance plans.

Professional Responsibilities

• Maintain confidentiality in accordance with FERPA, IDEA, and district policies.

• Participate in ongoing professional learning related to:

• Behavior intervention

• Executive functioning

• Inclusive practices

• MTSS

• School avoidance

• Trauma-informed care

• Special education

• Perform additional duties assigned by the Director of Student Services or building principals.

• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

Note:The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Certification

• New Jersey Teacher of Students with Disabilities (TOSD), Teacher of the Handicapped, or other New Jersey instructional certificate with special education experience
• Preferred certifications or training in:
• Behavioral interventions
• CPI, Handle With Care, or similar crisis prevention training
• Executive functioning interventions
• Trauma-informed practices
• Restorative practices

Preferred Experience

• Experience implementing Tier II and Tier III behavioral interventions
• Experience working within an MTSS framework
• Experience supporting students with school avoidance and attendance challenges
• Experience implementing Behavior Intervention Plans
• Experience collaborating with Child Study Teams
• Experience with data collection and progress monitoring
• Experience supporting executive functioning and social-emotional development
• Experience coaching teachers and modeling evidence-based instructional practices
• Experience facilitating successful transitions from home instruction, hospitalization, or alternative educational settings
• Strong understanding of IDEA, Section 504, and New Jersey special education regulations

Equipment

• Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements

• Travels to school district buildings and professional meetings as required.

Skills, Knowledge, Abilities

• Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical and Mental Demands, Work Hazards

• Works in standard office and school building environments.

Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.

Qualifications Profile

• Bachelor's Degree required
• Master's Degree preferred in:
• Special Education
• Applied Behavior Analysis
• School Psychology
• Curriculum & Instruction
• Related educational field

Experience:

• Experience qith
• Experience with behavioral and SEL instruction and intervention
• Successful prior special education teaching experience for the appropriate grade level preferred.

FLSA Status: Exempt