POSITION: District Behavior Specialist
SALARY RANGE: Unit A Salary Schedule
TERMS OF EMPLOYMENT: School Year Position
REPORTS TO: Director of Pupil Services
Nature and Scope of Job The District Behavior Specialist is a proactive position designed to support and ensure student success-across both general education and special education settings-by empowering and supporting school staff in employing best practices for each student's academic, behavioral, and social-emotional growth.
Serving as the point person in helping school teams uncover the potential "why''s" behind a student''s difficulties, the Specialist provides targeted, evidence-based interventions to directly assist in those suspected areas of difficulty.
In addition, this role serves as a crucial communication and operational bridge between individual school building teams and the district''s Office of Pupil Services, ensuring systemic alignment, compliance, and resource allocation.
Operating within this preventative framework, the Specialist provides a full range of school-based behavioral support services and consultations, following established educational protocols, Multi-Tiered System of Supports (MTSS) guidelines, student Individualized Education Programs (IEPs), and guidance from the school-based Team. The Specialist assists in identifying students whose behavioral, social-emotional, or cognitive challenges interfere with their ability to function independently in daily school life roles.
Qualifications The District Behavior Specialist shall: Licensure: Hold a valid Massachusetts Department of Elementary and Secondary Education (DESE) license as a Special Educator (e.g., Teacher of Students with Moderate or Severe Disabilities) OR as a School Adjustment Counselor / School Social Worker.
Education & Experience: Show evidence of a successful track record providing behavioral support and proactive intervention strategies to children and adolescents within a public school setting and working collaboratively with a diverse population of students, staff, and families.
Methodology: Demonstrate expertise in root-cause observation and analysis, as well as experience with Positive Behavioral Interventions and Supports (PBIS), Responsive Classroom, and Multi-Tiered System of Supports (MTSS) frameworks across general and special education environments.
Developmental Knowledge: Demonstrate strong understanding of child growth and development, wellness education, community health, and social service resources. Character: Have excellent integrity and demonstrate good moral character, professionalism, and personal initiative as well as operate with confidentiality.
Interpersonal Skills: Exhibit an enthusiastic personality and the collaborative skills necessary to coach adult learners and relate well with students, staff, administration, parents, the community, and district leadership.
Technology: Demonstrate proficiency in using digital tools and electronic equipment for word processing, data management, information retrieval, visual presentations, and telecommunications.
Alternatives: Meet such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.