"Alerted.org

Middle School Behavior Interventionist JobID: 428

+ Position Type:

Student Support Services/ At-Risk/Behavior Specialist

+ Date Posted:

5/8/2025

+ Location:

PCM Middle School

+ Date Available:

08/18/2025

+ Closing Date:

05/23/2025

PCM CSD is now hiring a behavior interventionist (MS) for the 2025-26 school year for our middle school students.

MINIMUM QUALIFICATIONS:

+ Minimum of a Bachelor's Degree(s) in social work, human services, psychology, with intention of pursuing a Master's Degree in mental health counseling, social work, or a similar degree.

+ Prior job experience preferred

+ Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

+ Preference will be given to candidates interested in pursuing or working towards a Master’s Degree in Social Work or Psychology.

FLSA STATUS: _X_ Exempt ___ Non-Exempt

STATUS: _X_ Full Time ___ Part Time

___ Hourly _X_ SalarySALARY: $37,500

REPORTS TO: Building Principal

JOB GOAL: The behavior interventionist will support a safe, inclusive, and positive school environment by assisting students in developing self-regulation skills, setting personal behavior goals, and making positive choices; to reduce the frequency and intensity of behavioral incidents through proactive support and real-time intervention; and to empower staff with tools and strategies to manage classroom behavior effectively, ensuring all students can engage in meaningful learning.

PERFORMANCE RESPONSIBILITIES:

+ Supports students and staff with behavioral needs by intervening with students exhibiting disruptive behavior, helping to de-escalate situations, and coaching students toward more positive choices to maintain a productive learning environment.

+ Supervises and staffs the in-school detention room during school hours, ensuring student safety, maintaining clear expectations, and promoting reflection, restorative practices, and goal setting.

+ Builds strong, positive relationships with students and staff through consistent presence, active listening, and mentoring—creating a foundation of trust that supports student growth and collaboration with teachers.

+ Monitors and tracks student behavior data on a weekly basis, identifying trends and changes over time, and using this information to inform interventions and individualized supports.

+ Provides direct support to students and families, including coordination of mental health services, crisis intervention, and connection to community resources through a wraparound approach that supports the whole child.

+ Compiles, analyzes, and interprets behavioral and engagement data to inform both school-wide initiatives and targeted interventions for students with recurring or intensive needs.

+ Collaborates on attendance initiatives, helping identify root causes of chronic absenteeism and assisting in the development of student success plans to improve engagement and daily attendance.

+ Provides classroom-based behavioral support by responding in real time to student disruptions in order to maintain a focused, respectful, and safe learning environment for all students.

+ Provides leadership in the development of a comprehensive vision for at-risk, social-emotional, and behavioral supports at the elementary level, contributing to system-wide alignment and continuity of services across grade spans.

+ Collaborate with the at-risk coordinator and school counselor to provide mental health supports and resources to students and families.

?ESSENTIAL KNOWLEDGE AND SKILLS:

+ Capable of providing leadership for a vision of comprehensive at-risk/social-emotional and behavioral supports at the Elementary level.

+ Knowledge of local state and federal laws/regulations as they pertain to responding to social, emotional, and behavioral needs of students

+ Knowledge of mental health interventions, community support and resources

+ Knowledge of district administrative policies and procedures.

+ Knowledge of procedures, practices, and methods in planning, evaluating, and designing educational programs and services.

+ Concepts, principles, and philosophy of lifelong learning, public education, and relationship of community education to K-12 programming.

+ Knowledge of social, emotional, and behavior programs, operations, programming, and services.

+ Basic knowledge and use of computers and related software applications.

+ The ability to transport self among district buildings and to regional and state meetings and workshops as necessary.

+ The skill and ability to communicate - both orally and in writing.

+ Prompt, regular, and dependable attendance.

PHYSICAL REQUIREMENTS: Bending, carrying, climbing, lifting, driving, pushing, pulling, reaching, sitting, standing, walking.WORKING CONDITIONS: Included extremes of temperature and humidity Hazards include stairs and communicable diseases Evening hours as requiredTERMS OF EMPLOYMENT: To be established by the PCM Board of EducationEVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board’s policy on the Evaluation of Professional PersonnelPCM CSD is an EEO/AA employer.

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