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_ Salary

SALARY: $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 required

TERMS OF EMPLOYMENT: To be established by the PCM Board of Education

EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board’s policy on the Evaluation of Professional Personnel

PCM CSD is an EEO/AA employer.