Anticipated .50 to 1.0 Behavior Specialist for 2026-2027 School Year
Position Summary:
We are seeking a compassionate, motivated, and skilled Behavioral Specialist to support individuals in developing positive behavioral, social, emotional, and life skills. The Behavior Specialist will work collaboratively with students, families, educators, and multidisciplinary teams to assess behavioral needs, implement intervention strategies, and promote meaningful progress in home, school and community settings.
Start Date: September 1, 2026
Salary and Benefits:
According to the SCTA Contract - at least Schedule 1, Step 1 or $57,677.00 depending on experience and transcripts. Competitive benefits.
Key Responsibilities:
Conduct behavioral assessments and develop individualized behavior support plans.
Implement evidence-based behavioral interventions and strategies.
Collect, track, and analyze behavioral data to monitor progress.
Collaborate with families, teachers, counselors, and related service providers.
Provide coaching and support to staff on behavior management techniques.
Support development of communication, coping, social, and self-regulation skills.
Maintain accurate documentation, reports, and self-regulation skills.
Maintain accurate documentation, reports, and student records.
Participate in team meetings, training sessions, and professional development.
Ensure services are delivered in compliance with organizational policies and ethical standards.
General Requirements:
Our ideal candidate should have:
- Bachelor's degree and current NYS certification in Psychology, Education, Social Work, Behavioral Science or related field. Masters degree preferred.
- A high degree of culturally responsive awareness and practices, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.
- Ability to be empathetic by caring, understanding, and cultivating an empowering environment for all students.
- Strong interpersonal skills to develop and maintain rapport and trust with students, families and school personnel.
- Strong organizational, oral and written communication skills to support student case and systems management as well as effectively engage students, parents, colleagues and the school community.
- Ability to observe with skill and listen closely, make impartial and informed recommendations on behalf of students and families.
- Creativity and insight into supporting multi-tiered systems of supports, inventions, and services.
- Familiarity with proper academic and behavioral progress monitoring tools and familiarity with the Frontline IEP Management System is preferred.
- Knowledge of behavior intervention strategies and positive behavior supports.
- Ability to work independently and collaboratively within a team environment.
- Fully trained in crisis intervention/response such as Therapeutic Crisis Intervention for Schools (TCIS), preferred.
- Awareness and experience with relative technology mediums with be ideal.
- Employ consultative skills to: work with teachers, parents, and school leaders to develop plans and strategies to improve students' academic performance and social emotional development.
- Possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.
- Assessment: providing assessments and intervention solutions as part of their role as facilitator of the school-based support team.
- Intervention design and evaluation of programs to intervene both directly and indirectly with children's academic, behavioral and emotional problems.
- Demonstrate knowledge of special education regulations, processes, and procedures.