Lower School Behavioral Specialist

Summary:  The Lower School Behavioral Specialist will be responsible for supporting students' social-emotional development and promoting positive behavioral interventions and strategies within the school environment. The coach will work closely with students, teachers, administrators, and parents to implement individualized behavior plans, provide coaching, and create a positive and inclusive learning atmosphere. This role is essential in helping students develop skills to manage behavior, build emotional resilience, and foster a safe, respectful school culture.

Reports to: Lower School Principal

Qualifications:
1. Bachelor’s degree in psychology, education, counseling, social work, or a related field (Master’s degree preferred).
2. Certification in behavioral analysis or relevant areas (e.g., Board Certified Behavior Analyst, or BCBA).
3. Responsive Classroom training (or ability to complete before starting)
4. Experience working with elementary-aged students in a behavioral support role.
5. Knowledge of positive behavioral interventions and supports (PBIS), functional behavior assessments (FBA), and behavioral intervention plans (BIP).
6. Strong understanding of child development, trauma-informed practices, and social-emotional learning strategies.
7. Excellent communication, collaboration, and problem-solving skills.
8. Ability to work with diverse student populations and adapt strategies to meet individual needs.
9. Patience, empathy, and a passion for helping children develop and succeed.
Preferred Qualifications
1. Experience with behavioral coaching in a school setting.
2. Familiarity with crisis management and de-escalation techniques.

Classification: Full-time, Monday through Friday, with occasional after-school meetings or events.
Responsibilities:
Behavioral Support and Coaching:
1. Collaborate with teachers and staff to identify students who may benefit from behavioral support and develop strategies for intervention.
2. Design, implement, and monitor individualized behavior intervention plans (BIPs) to address specific student needs.
3. Conduct observations, provide direct behavioral coaching, and give feedback to students to help them develop self-regulation and problem-solving skills.
4. Use data to assess the effectiveness of behavior plans and adjust as necessary.

Teacher and Staff Collaboration:
1. Provide professional development, coaching, and resources to teachers and staff on positive behavioral interventions and classroom management techniques.
2. Assist with classroom management strategies, providing in-class support and modeling best practices for handling challenging behaviors.
3. Support the development and implementation of school-wide behavior management programs.

Student Support:
1. Work one-on-one or in small groups with students to address behavioral challenges, build social-emotional skills, and foster a positive school experience.
2. Teach conflict resolution, emotional regulation, and communication skills to students.
3. Provide crisis intervention and support during times of behavioral escalation.

Parent and Community Engagement:
1. Work closely with parents to ensure consistency in behavior expectations between home and school.
2. Provide guidance and resources to parents to support their child’s behavioral and social-emotional growth.
3. Maintain ongoing communication with parents about progress, strategies, and next steps.

School Culture and Environment:
1. Help foster a positive, inclusive, and respectful school climate by promoting school-wide initiatives focused on social-emotional learning and behavior expectations.
2. Support the school’s vision and mission to create a safe and supportive environment where all students can thrive academically and socially.

Data Collection and Reporting:
1. Collect and analyze behavioral data to monitor student progress and adjust intervention strategies accordingly.
2. Prepare regular reports for administrators, teachers, and parents on student behavior trends and intervention outcomes.

Responsive Classroom Leader
1. Provide PD as refreshers for new faculty/staff
2. Facilitate BOY training
3. Prepare resources to share
4. Schedule Check in meetings- support as needed
5. Scheduled meetings with assistants to plan and debrief on lunch/recess policies/procedures throughout the year
6. Model/support/coach faculty/staff with teacher language, interactive modeling, & logical consequences
7. Provide professional development opportunities as needed or requested

Compensation:
Competitive salary based on experience and qualifications.
Benefits package including health insurance, retirement plans, and professional development opportunities.

The Academy of the Holy Names does not discriminate based on race, faith, nationality, or ethnic origin in its hiring process nor in the administration of educational policies, admission policies or tuition-assistance programs, athletics, or other school-administered programs. The school admits students of any race, faith, nationality, or ethnic origin, and gives to all student’s rights, privileges, programs, and activities generally accorded or made available to all members of the student body. In accordance with its mission, the school seeks a population composed of many different voices, viewpoints, and backgrounds. The Academy of the Holy Names is a designated drug-free workplace.