Behavior Specialist (FHSEC)

Position Type:
Administration

Date Posted:
6/2/2026

Location:
Flint Hills Special Education Cooperative
This would be an itinerant position, working with students who are identified with disabilities receiving special education services in our 7 cooperative member districts. Base salary of $62,667 with additional compensation for experience and level of education. Tentative start date of August 3, 2026.

Purpose: Provides support to teachers with the purpose of reducing or eliminating barriers that interfere with the school's teaching and student learning. To achieve this goal, the Behavior Specialist collaborates with other members of the staff and administration to identify target behaviors, collect objective and quantifiable behavioral data, modify the learning environment, monitor student progress, and make informed and timely educational decisions regarding student needs.


Responsible to: Assistant Superintendent of Teaching, Learning, and Student Services and/or Director of Teaching and Learning


Payment rate: According to Negotiated Agreement


Qualifications:

1. Bachelor's degree from an accredited college/university
2. Current Kansas State Teaching License with endorsement appropriate to the assignment on file in the Central Office
3. A license in school psychology, social work, or school counseling is preferred
4. Health and Inoculation Certificate on file in the Central Office

Essential Functions:

1. Demonstrates strong knowledge and foundation in positive behavior supports and behavior modification interventions.
2. Designs and implements multi-faceted behavior interventions based on data.
3. Communicates (written and verbal) effectively with parents and professionals.
4. Collaborates with all members of the school community as appropriate.
5. Possesses excellent interpersonal skills and the ability to handle emotionally charged situations.
6. Demonstrates the ability to coach others to apply effective behavior management techniques.
7. Possesses extensive knowledge and experience working with students who demonstrate the need for intensive services.
8. Demonstrates proficiency in developing and delivering training to meet the targeted needs of the identified audience.
9. Demonstrates the ability to work with a diverse population and handle all situations with tact and diplomacy.
10. Maintains positive interactions with all internal and external constituents in a friendly, professional manner. Provides timely and responsive customer service.
11. Collects, analyzes, interprets, and provides guidance on application of interventions using objective, quantitative, and qualitative behavioral data.
12. Collaborates with school and community teams to complete Functional Behavior Assessments and Behavior Improvement Plans. Help teams in the collection of behavioral baseline and progress monitoring data.
13. Participates with team members in the General Education Interventions, Student Improvement Team process, and comprehensive evaluation review and reevaluation process, etc. as appropriate.
14. Helps teams develop goals and services for students with social/emotional needs.
15. Utilizes a variety of strategies and approaches in addressing behavioral and emotional needs of students.
16. Assists teams in working through student, behavioral, and building level crises.
17. Promotes safe and appropriate responses to crisis intervention and prevention.
18. Helps to sustain the profession by providing professional development and by supervising student teachers, observers, paraeducators, and aides as appropriate.
19. Works collaboratively with others in problem solving situations utilizing eclectic consultation models with school staff, parents, and community to systematically address student needs.
20. Uses empirically-based decisions with research-based best practices.
21. Demonstrates assessment practices which contribute to an understanding of student needs, by being valid, reliable, comprehensive, multidisciplinary, and appropriate for culturally and linguistically diverse populations.
22. Advocates for the needs of individual students and environments which promote the health and well-being of all children.

Physical Requirements/Environmental Conditions:

1. Requires prolonged sitting or standing.
2. Occasionally requires physical exertion to manually move, lift, carry, pull, or push heavy objects or materials.
3. Occasional stooping, bending, and reaching.
4. Must work indoors and outdoors year-round.
5. Must work in noisy and crowded environments.
6. Requires some travel between schools.

General Responsibilities:

1. Supports the mission and vision of Emporia Public Schools.
2. Leads teams as they discuss student strengths, needs, services, and supports.
3. Leads teams as they collaborate using a problem solving model.
4. Works to sustain relationships with parents and community resources.
5. Assists with the ongoing learning and evidence-based resource process as well as other building/district level committee tasks.
6. Obtains instructional resources and materials through processes outlined by the Assistant Superintendent of Teaching, Learning, and Student Services.
7. Stays abreast of new technologies to facilitate and support student learning, assistive technology, data management, and communication.
8. Upholds and enforces board policy, administrative procedures, and school rules/regulations including but not limited to:
   • Acceptable use of technology
   • Sexual and racial harassment
   • Child abuse reporting
   • Health and safety including all precautions of the Bloodborne Pathogens Exposure Control Plan
   • Suicide prevention.
9. Communicates effectively with administrators, parents, staff, and community agencies and services with regard to student progress/needs.
10. Interacts with students, parents, and staff in a professional manner demonstrating acceptance of individual differences with patience and sensitivity.
11. Maintains appropriate work habits, including regular and punctual attendance; timely submission of required reports; engages in staff, department, and committee/team meetings; assists in the early recognition and prevention of educational problems.
12. Respects the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
13. Assists teachers in the development and implementation of curricular modifications/classroom strategies.
14. Plans and implements transition services for students.
15. Maintains a safe and well-organized instructional space.
16. Be prepared to implement the Building Crisis Plan; actively participate in response drills.
17. Responds to change in a productive manner.
18. Strives to communicate the positive aspects of our school program to the public in word and deed.
19. Other duties as assigned by the Assistant Superintendent of Teaching, Learning, and Student Services and/or Director of Teaching and Learning.
20. Demonstrates Leadership
    • Provides evidence of data-driven decision making.
    • Assists others in establishing a safe and orderly classroom.
    • Collaborates with school personnel on school improvement activities.
    • Collaborates with colleagues to improve the quality of learning in school.
    • Promotes positive working relationships through professional growth activities and collaboration.
    • Participates in developing policies and practices to improve student learning.
    • Models ethical behavior and encourages others to do the same.
21. Establishes a Respectful Learning Environment
    • Encourages and advises others to provide a nurturing and positive learning environment for all students.
    • Communicates high expectations for all students.
    • Understands the roles of and collaborates with a full range of support specialists to help meet the needs of students.
22. Facilitate Learning
    • Helps teachers identify appropriate developmental levels of students and provide guidance concerning differentiating instruction.
    • Reviews and recommends alternative resources or adapt existing resources to take advantage of student strengths and/or address weaknesses.
    • Uses a variety of data for short and long-range planning of behavioral interventions. Monitors and modifies behavior plans to enhance student learning.
    • Monitors student performance and coaches teachers and staff to respond to individual learning needs to engage students in learning.
    • Demonstrates awareness or use of appropriate methods and materials necessary to meet student needs.
    • Stays abreast of emerging research areas and new innovative materials and incorporates them into behavior plans and behavior interventions.
    • ? Uses information gained from progress monitoring data to help improve teaching practices and student learning.