Teacher - Behavior

Behavior InterventionistThe Behavior Interventionist is responsible for facilitating the positive growth, development, and success of students by applying evidence-based practices in behavior support, social-emotional learning, and crisis prevention and response. This position collaborates closely with school teams, families, and community partners to design, implement, and monitor proactive, data-driven behavior support systems that promote safe, inclusive, and supportive learning environments. The Behavior Interventionist supports both individual students and classroom-wide systems, with particular focus on students with social, emotional, and behavioral needs who are eligible for special education services.Collaboration and Systems-Level SupportCollaborates with school teams to develop, implement, and monitor evidence-based positive behavior supports within a Multi-Tiered System of Supports (MTSS) framework.Partners with administrators, teachers, and student support staff to strengthen proactive, preventative, and restorative practices across classroom and school settings.Classroom and Program SupportSupports and partners with special education teachers and staff to design and implement classroom-wide positive behavior systems that meet the social, emotional, and behavioral needs of students.Provides coaching, modeling, and consultation to staff on effective behavior management strategies, de-escalation techniques, and trauma-informed practices.Individual Student Support and Crisis PlanningCollaborates with school teams to develop and implement individualized crisis response and safety plans for students experiencing challenging behaviors.Supports proactive planning to reduce risk, prevent escalation, and ensure student and staff safety.Coaches and monitors implementation of behavior plans, SEL practices, and data systems, providing feedback and ongoing support to ensure fidelity and effectiveness.Supports data collection, progress monitoring, and ongoing refinement of behavior plans based on student response and team collaboration.Partners with families to build shared understanding of student needs and to align home and school behavior supports.Collaborates with outside service providers, community agencies, and inter-agency partners to create coordinated and robust behavior support systems for students.Special Education, IEP, SEL, and Data SupportCollaborates and/or facilitates IEP meetings as appropriate, contributing expertise related to behavior, social-emotional learning, and crisis planning.Partners with school teams to conduct, write, and present Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) as part of the IEP process for students eligible for special education.Demonstrates knowledge of district-approved Social Emotional Learning (SEL) curricula and frameworks, and provides training, coaching, and professional development to teams to support effective implementation.Demonstrates knowledge of district data collection systems related to behavior, SEL, and progress monitoring; supports teams in selecting appropriate measures, collecting data with fidelity, and interpreting data to inform decision-making.Professional Collaboration and ConductInteracts positively and professionally with students, colleagues, administrators, families, and community members.Engages in ongoing professional learning related to behavior support, trauma-informed practices, de-escalation, special education and equity-based approaches.Perform other duties as assigned by the Director of Teaching and Learning and DoDEA grant program manager.The essential functions listed above are not exhaustive and may be supplemented, as necessary. The position may perform a variety of non-essential functions consistent with its scope and intent.Minimum QualificationsBachelor's Degree in special education, psychology, social work, counseling, behavior analysis, or a closely related field.Master's degree, if required for specific licensure.Demonstrated experience working in schools or related settings supporting students with social, emotional, and behavioral needs, including experience collaborating with multidisciplinary teamsRequired Knowledge, Skills, and AbilitiesKnowledge of evidence-based behavior supports, including Positive Behavior Interventions and Supports (PBIS), trauma-informed practices, restorative practices, and de-escalation strategies.Knowledge of Multi-Tiered Systems of Support (MTSS) and the ability to collaborate with school teams to design and implement tiered behavior supports.Knowledge of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) and ability to support, write, and present these as part of the IEP process.Knowledge of behavior and SEL data collection systems, including ability to coach teams on data collection, progress monitoring, and data-based decision making.Strong organizational and collaborative leadership skills, including the ability to coordinate with multiple stakeholders and manage complex student support plans.Ability to communicate effectively with students, staff, parents and volunteers in a diverse environment.Excellent writing and editing skills, including the ability to write appropriately for multiple audiences and purposes. Skill in public speaking and making presentations.Demonstrated ability to provide adult-focused training and professional development that leads to improved practice.Ability to assess training needs and make recommendations.Ability to provide instructive direction in a clear and concise manner.Ability to be flexible and open to new ideas, to coordinate multiple activities simultaneously, to work effectively under pressure, maintain a high level of productivity, and exercise independent judgment.Ability to multi-task, work in a fast-paced environment.Knowledge and ability to use the following office equipment, computer, telephone, copier, fax and calculator.Strong oral and written communication skills.Ability to take initiative and work independently.Knowledge of diverse, socioeconomic, cultural and ethnic backgrounds of the community's citizensAbility to exercise sound decision making skills.Certification and LicensesCurrent Washington State Teaching Certificate with Special Education endorsement and/or ESA certificate in the related fieldMust have a valid Washington State driver's license and proof of insurance.Must be able to obtain access to Joint Base Lewis-McChord in compliance with the REAL ID Act.Desirable QualificationsMaster's degree in education or related field (Math, Science, Engineering or Technology.Demonstrated experience supporting or leading behavior support, crisis prevention, or MTSS-aligned initiatives.Previous experience working with or knowledge of the Department of Defense Education ActivityExperience working with students with intensive social, emotional, or behavioral needs in school settings.Master's Degree in education, special education, counseling, social work, school psychology, or a related field.ESA Certificate (school counselor, behavior analyst, school social worker, or related endorsement), or eligibility to obtain oneWorking ConditionsWork is performed in a regular office and school environments. Travel to and between school sites is necessary. Must be able to use fingers, hands, and arms, and to listen carefully and focus while filtering out normal office noise. The ability to speak and see clearly; sit or stand for prolonged periods of time; lift 35 pounds; and bend, twist, walk, and reach requiring ordinary physical effort are all required. Expected to attend evening meetings. Required to travel to various school and community sites May involve negotiating steps, ramps, uneven surfaces, and going outdoors in all types of weather to reach classrooms or other buildings. Tolerance of occasional loud noises and ability to sit and/or stand for prolonged periods of time. Requires exposure to distraught, angry or hostile individuals. Exposure to normal levels of office dust, VDT screens, and office machines and their required chemicals are part of the job.Conditions of EmploymentEmployment with Clover Park School District is conditional pending completion of a Washington State Patrol and Federal Bureau of Investigation fingerprint background check as required by RCW28A.400.303. (NOTE: All associated background check fees are the employee's responsibility.) The fingerprint scan must be completed prior to the first day of employment.Insurance BenefitsEmployees who are anticipated to work 630 hours during the school year (September 1 through August 31) are eligible for medical, dental, vision, long term disability and basic life insurance benefits.Clover Park School District benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link