School Behavior Support Manager (2025/2026)

This Job Description is PRELIMINARY and is subject to Governing Board approval.

TITLE: SCHOOL BEHAVIOR SUPPORT MANAGER

DEPARTMENT: Special Services

QUALIFICATIONS:

1. Valid Arizona Dept. of Education Teaching, School Counselor or School Psychologist Certificate.
2. Possess a Master’s Degree in Special Education, School Leadership, School Administration, School Psychology, or another closely related field.
3. The successful candidate will perform all job related duties on-site and in-person.
4. Previous school leadership experience preferred.
5. Previous special education teaching, counseling or psychologist experience preferred.
6. Possess a valid Arizona Driver’s License.
7. Possess or be able to obtain a valid Arizona IVP Fingerprint Clearance Card.

JOB GOAL: 

This position is responsible for supplementing and supporting the district's behavioral initiatives and is responsible for coaching, supporting, and guiding school-based staff in using evidence-based practices to provide positive behavior support techniques for students with challenging behaviors. The School Behavior Support Manager will provide in-service training, perform classroom observations, provide feedback, and demonstrate the implementation of student-specific behavior strategies. 

PERFORMANCE RESPONSIBILITIES:

The following tasks are essential for this position.  This list is not inclusive of all responsibilities.  Individuals may not perform all of these tasks, or may perform similar related tasks not listed.

1. Complies with all HIPAA and FERPA related confidentiality requirements.
2. Develops positive relations with students, parents, school staff and the public.
3. Provides a high level of customer service throughout daily activities.
4. Supports PUSD mission and goals.
5. Assists staff in defining and measuring behavior, understanding principles of reinforcement, identifying antecedents, teaching new behavior, and implementing strategies for reducing challenging behavior. 
6. Supports school teams in collecting and analyzing behavioral data to effectively make decisions regarding the implementation of appropriate behavioral interventions.
7. Assists in developing interventions, functional behavior assessments and behavior intervention plans for the purpose of providing a safe and effective educational environment using evidence-based strategies for students with challenging behaviors that have been resistant to classroom systems of support. 
8. Develops individualized plans to support and coach school-based staff in the development and implementation of effective classroom management, evidence-based behavior strategies, and behavior intervention plans. 
9. Conducts functional behavioral analyses.
10. Supports the district's MTSS/RTI processes.
11. Plan and conduct high quality professional development for school-based staff on the development and implementation of effective classroom management plans, evidence-based behavior strategies, and targeted interventions.  
12. Develops a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings. 
13.  Completes required paperwork in an accurate and timely manner. 
14. Engages in on-going professional development to increase knowledge and skills of positive student behavior support for all/targeted students, and those displaying a need for behavioral support. 
15. Performs other duties as assigned.

MINIMUM KNOWLEDGE, SKILL AND ABILITY:

Knowledge of:

1. District policies, operations and organization.
2. Interpersonal skills including tact, courtesy and diplomacy.
3. High level of knowledge in behavior intervention techniques
4. Communication (telephone, email, etc.) etiquette.
5. Educational theories and practices.
6. Federal and state laws, rules and regulations governing education.
7. Knowledge of FERPA and HIPAA.
8. District curricula, assessment, and instructional programs.
9. Promoting positive public relations.
10. Technology in the educational context.
11. Crisis management procedures.

Skill and Ability to:

1. Work cooperatively with others.
2. Maintain organized records and files.
3. Communicate effectively both verbally and in writing.
4. Operate a computer effectively.

Physical Requirements and Working Conditions: 

The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Regularly required to talk or listen.
2. Frequently is required to stand, sit or walk for extended periods of time.
3. Occasionally required to sit; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl.
4. Must occasionally lift and/or move up to 25 pounds. 
5. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.
6. May be required to work at a video display terminal for prolonged periods.

REPORTS TO: Director of Special Services

EVALUATION: Performance of this job will be evaluated annually by the Director of Special Services in accordance with the provisions of Governing Board policy for evaluation of certified personnel.

TERMS OF 

EMPLOYMENT: 10 Months 

SALARY: Salary for the position is set according to the Related Services Salary Schedule determined by the Governing Board.

FLSA STATUS: Exempt

Salary : $76,000 - $80,000