Behavioral Interventionist at McCarthy

McCarthy-Teszler School; Spartanburg (SC); On-site; USD 42,000 - 52,000; Full time

Job summary

McCarthy-Teszler School in Spartanburg, SC seeks a Behavioral Interventionist to lead behavioral supports for students with significant needs. You will coach teachers, implement BIPs, collect and analyze data, and help reduce escalations while maintaining confidentiality across the campus.

The role emphasizes ABA-aligned strategies, collaboration with families and staff, and ongoing professional development to improve student outcomes.

Qualifications

• Bachelor’s degree required with at least 3 years of behavioral experience.
• Master’s degree in education, BCBA, school psychology or related field preferred.

Responsibilities

• Provides consultation and coaching to teachers and support staff on behavioral supports for students with moderate to severe needs.
• Collaborates with teachers, administrators, service providers, and families to assess needs and determine supports.
• Supports implementation and monitoring of behavior intervention plans and data collection tools.
• Collects, reviews, and analyzes behavioral data to inform decisions at multiple levels.
• Assists students during escalation or crisis using approved de-escalation practices and documents interventions.
• Participates in meetings related to student behavior, including IEPs and schoolwide planning.

Skills

Behavioral intervention

ABA principles

Data collection

Collaboration

De-escalation

Education

Bachelor’s degree in related field

Master’s degree preferred

Job description

Behavioral Interventionist at McCarthy

Spartanburg7 McCarthy-Teszler School - Spartanburg, South Carolina Open in Google Maps

Job Details

Job ID: 5493075

Application Deadline: Posted until filled

Re-Posted: Aug 18, 2026 4:00 AM (UTC)

Starting Date: Jul 30, 2026

Job Description

FLSA Status: E

Days: 190

SPARTANBURG SCHOOL DISTRICT SEVEN, SOUTH CAROLINA

JOB DESCRIPTION

JOB TITLE: BEHAVIORAL INTERVENTIONIST

DIVISION OF INSTRUCTIONAL SERVICES

Under limited supervision, provides proactive guidance and expertise in student behavior. Assists with planning, developing, implementing, and monitoring to facilitate increased student achievement by implementing strategies necessary to aid in improvement of student behavior. Performs professional and administrative duties as required. Reports to the school principal.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

• Provides consultation and coaching to teachers and support staff on research-based behavioral supports for students with moderate to severe intellectual, developmental, and emotional disabilities.
• Collaborates closely with teachers, administrators, related service providers, and families to assess student needs and determine appropriate behavioral supports.
• Supports the implementation and monitoring of individual behavior intervention plans (BIPs), data collection tools, and classroom-based behavior strategies.
• Collects, reviews, and analyzes behavioral data to inform decision-making at the student, classroom, and schoolwide levels.
• Assists students across the building during periods of escalation or crisis, using approved de-escalation and safety practices, and maintains clear documentation of interventions.
• Confers with professional staff regarding student needs that may hinder behavioral or academic progress, offering practical, solution-focused recommendations.
• Implements behavior support strategies aligned with Applied Behavior Analysis (ABA) principles, as outlined in student behavior plans and schoolwide expectations.
• Participates in meetings related to student behavior, including IEP meetings, problem-solving teams, and schoolwide behavior planning.
• Attends faculty meetings, staff meetings, and professional development sessions as required.
• Maintains current knowledge of best practices related to behavior intervention, discipline policies, trauma-informed care, and social-emotional learning.
• Utilizes strategies aligned with the school’s tiered behavior support framework.
• Adheres to all confidentiality requirements regarding students, families, and staff.

Experience working with students with significant support needs is strongly preferred. Training or certification as a Registered Behavior Technician (RBT), or experience implementing ABA-based interventions, is highly valued but not required.

MINIMUM TRAINING AND EXPERIENCE

Bachelor’s degree supplemented by at least 3 years of successful behavioral experience required. A master’s degree in education, BCBA, school psychology or related field is preferred.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations.

Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether like or divergent from obvious standards) of data, people or things.

Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to subordinates and receiving assignments and/or direction from supervisor.

Language Ability: Requires ability to read a variety of professional, financial and legal reports and documentation, policy and procedure manuals, job applications, etc. Requires the ability to prepare general reports, presentation materials, correspondence, recommendations, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.

Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in supervising staff; to learn and understand relatively complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions; to counsel and teach employees. Must be able to communicate effectively and efficiently with persons of varying educational/cultural backgrounds and in a variety of technical and/or professional languages including human resource management, education, education administration, etc.

Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals and to determine time. Must be able to use practical applications of statistics.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information.

Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery.

Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under significant stress when confronted with emergency situations or tight deadlines. The worker may be subject to tension as a regular, consistent part of the job.

Physical Communications: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear).

PERFORMANCE INDICATORS

Knowledge of Job: Has thorough knowledge of the methods, procedures and policies of the school district as they pertain to the performance of duties of the Behavioral Interventionist. Has knowledge of the functions and interrelationships of the district and other governmental agencies. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position.

Can help ensure departmental and district compliance with all labor / human resources laws and regulations. Can develop and maintain a positive rapport with district employees. Can make sound, educated decisions.

Knows how to plan, organize and direct support staff. Knows how to apply supervisory and managerial concepts and principles; has knowledge of administrative principles involved in developing, directing and supervising various programs and related activities.

Has the ability to plan and develop daily, short- and long-term goals related to district purposes. Can take the initiative to complete the duties of the position without the need of direct supervision. Has the ability to plan, organize and prioritize daily assignments and work activities. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Has knowledge of proper English usage, punctuation, spelling and grammar.

Has knowledge of modern office practices and technology; has skill in the use of computers for word and data processing and records management. Has the mathematical ability to handle required calculations. Can read and interpret complex materials pertaining to the responsibilities of the job. Can assemble and analyze information and make written reports and records in a concise, clear and effective manner. Can maintain confidentiality as required. Can produce quality work despite the stress of deadlines. Has knowledge of the terminology and various professional languages used within the department. Knows how to maintain effective relationships with personnel of other departments, professionals and members of the public through contact and cooperation. Knows how to make public presentations. Knows how to react calmly and quickly in emergency situations. Has knowledge of the occupational hazards and safety precautions of the industry.

Quality of Work: Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with internal and external entities with whom the position interacts.

Quantity of Work: Performs described Essential Functions and related assignments efficiently and effectively to produce quantity of work which consistently meets established standards and expectations.

Dependability: Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, policy, standards and prescribed procedures. Maintains accountability for assigned responsibilities in the technical, human and conceptual areas.

Attendance: Attends and remains at work regular and adheres to policies and procedures regarding absenteeism and tardiness. Provides adequate notice to higher management with respect to vacation time and leave requests.

Initiative and Enthusiasm: Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountabilities. Strives to anticipate work to be accomplished and initiates proper and acceptable action for the completion of work with a minimum of supervision and instruction.

Judgment: Exercises analytical judgment in areas of responsibility. Identifies issues or situations as they occur and specifies decision objectives. Identifies or assists in identifying alternative solutions to issues or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches issues, situations and alternatives before exercising judgment.

Cooperation: Accepts supervisory instruction and direction and strives to meet the goals and objectives of same. Questions such instruction and direction when clarification of results or consequences are justified, i.e., poor communications, variance with established policies or procedures, etc. Offers suggestions and recommendations to encourage and improve cooperation intra- and inter-departmentally.

Relationships with Others: Shares knowledge with managers, supervisors and co-workers for mutual benefit. Contributes to maintaining high morale among all employees. Develops and maintains cooperative and courteous relationships inter- and intra-departmentally, and with external entities with whom the position interacts. Tactfully and effectively handles requests, suggestions and complaints to established and maintain good will. Emphasizes the importance of maintaining a positive image.

Coordination of Work: Plans and organizes daily work routine. Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of work elements and establishes a personal schedule accordingly. Attends required meetings, planning sessions and discussions on time. Implements work activity in accordance with priorities and estimated schedules.

Safety and Housekeeping: Adheres to all established safety and housekeeping standards. Ensures such standards are not violated.

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