District Behavior Systems Specialist

Applitrack; United States; Remote; USD 65,000 - 90,000; Full time

Job summary

The Dougherty County School System seeks a District Behavior Systems Specialist to lead districtwide behavior prevention and intervention efforts across MTSS, PBIS, restorative practices, attendance, wellness, and school climate priorities. You will coach staff, analyze data, and build sustainable systems to improve classroom climate and student outcomes.

This role emphasizes proactive support, adult capacity-building, and collaboration with families and schools.

Qualifications

• Master's degree in behavior analysis, education, psychology, counseling, special education, social work, or related field.
• Minimum of three years of successful experience supporting student behavior in a school setting.
• Experience coaching adults and delivering professional learning.
• Knowledge of MTSS, PBIS, FBA, behavior intervention planning, progress monitoring, and school-based behavior systems.
• Ability to travel among district schools and work in varied environments.
• BCBA credential preferred; Georgia educator/leadership/student support certification preferred.

Responsibilities

• Supports districtwide behavior prevention and intervention framework across Tier 1-3.
• Aligns supports with MTSS, PBIS, restorative practices, attendance, wellness, and climate priorities.
• Develops district guidance, tools, and protocols for school-based behavior support.
• Analyzes discipline and attendance data to identify needs and actions.
• Provides onsite coaching and technical assistance to school staff.
• Models proactive classroom routines and de-escalation practices.
• Collaborates with families and district departments to promote student support.
• Maintains documentation and ensures compliance with procedures.

Skills

MTSS knowledge

PBIS knowledge

Coaching adults

Data analysis

Restorative practices

Trauma-informed practices

Communication

Time management

Education

Master's degree

Job description

POSITION

District Behavior Systems Specialist

LOCATION

Districtwide - Student Support & Empowerment

JOB SUMMARY

The District Behavior Systems Specialist provides districtwide leadership, coaching, and technical assistance to strengthen behavior prevention, intervention, and student support systems across schools. The specialist supports teachers, administrators, student support staff, and families by building effective Tier 1, Tier 2, and Tier 3 behavior practices aligned with the district's Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), restorative practices, attendance, wellness, and school climate priorities. The role emphasizes proactive support, adult capacity-building, and sustainable systems that improve classroom climate, reduce exclusionary discipline, increase instructional time, and promote student success.

MINIMUM QUALIFICATIONS

• Master's degree from an accredited institution in behavior analysis, education, psychology, counseling, special education, social work, or a related field;
• A minimum of three years of successful experience supporting student behavior in a school or educational setting;
• Demonstrated experience coaching adults and designing or delivering professional learning;
• Demonstrated knowledge of MTSS, PBIS, functional behavior assessment, behavior intervention planning, progress monitoring, and school-based behavior systems;
• Ability to travel among district schools and work effectively in varied school environments;
• Alternatives to the above qualifications, as deemed appropriate by the Superintendent and the Board;
• Current Board Certified Behavior Analyst (BCBA) credential issued by the Behavior Analyst Certification Board preferred;
• Current Georgia educator, leadership, or student support certification, as applicable, preferred;
• Experience working in Title I or high-needs school settings preferred;
• Experience with restorative practices, trauma-informed systems, crisis prevention, de-escalation, and schoolwide behavior frameworks preferred.

SKILLS AND ABILITIES

1. Expertise in proactive behavior prevention, evidence-based intervention, functional behavior assessment, and behavior intervention planning;
2. Strong coaching, facilitation, consultation, and relationship-building skills with adults and students;
3. Ability to analyze discipline, attendance, intervention, and progress-monitoring data and translate findings into actionable recommendations;
4. Knowledge of classroom management, reinforcement systems, replacement-skill instruction, crisis prevention, de-escalation, and re-entry supports;
5. Excellent written and verbal communication, organization, documentation, and time-management skills;
6. Ability to influence practice and build shared ownership without direct supervisory authority;
7. High emotional intelligence, cultural responsiveness, sound professional judgment, and the ability to maintain confidentiality;
8. Ability to prioritize support based on student need, school data, and district goals.

PERFORMANCE RESPONSIBILITIES

• Supports implementation, monitoring, and continuous improvement of a districtwide behavior prevention and intervention framework across Tier 1, Tier 2, and Tier 3;
• Aligns behavior supports with MTSS, PBIS, restorative practices, attendance, wellness, and climate and culture priorities;
• Develops and maintains district guidance, playbooks, tools, protocols, referral processes, and progress-monitoring resources for school-based behavior support;
• Analyzes office discipline referrals, suspensions, removals, attendance patterns, intervention data, and other behavior indicators to identify needs, prioritize support, and recommend action steps;
• Provides onsite coaching and technical assistance to teachers, administrators, counselors, social workers, paraprofessionals, and other school staff;
• Models and coaches proactive classroom routines, reinforcement systems, transitions, engagement strategies, replacement-skill instruction, trauma-sensitive responses, and de-escalation practices;
• Supports school leaders in establishing systems that reduce disruptions, power struggles, repeated referrals, exclusionary discipline, and loss of instructional time;
• Establishes and facilitates job-embedded coaching cycles designed to strengthen staff practice and sustain implementation;
• Supports schools in selecting, implementing, and monitoring evidence-based Tier 2 interventions, including Check-In/Check-Out, behavior skill groups, self-regulation supports, and individualized student plans;
• Conducts or supports Functional Behavior Assessments for students demonstrating chronic, intensive, or unsafe behavioral needs, consistent with district procedures and professional scope;
• Develops, supports implementation of, and monitors Behavior Intervention Plans that clearly address prevention, replacement skills, reinforcement, staff responses, safety considerations, and progress monitoring;
• Participates in MTSS, Student Support Team, re-entry, manifestation determination, IEP, and other student problem-solving meetings as appropriate and in collaboration with responsible district departments;
• Supports development of re-entry and transition plans for students returning from suspension, alternative placement, hospitalization, or behavioral crisis;
• Designs and delivers district and school-based professional learning on behavior prevention, classroom systems, reinforcement, de-escalation, engagement, FBA/BIP practices, and data-based decision making;
• Builds administrator capacity to observe, coach, and provide feedback to staff regarding effective behavior-support practices;
• Collaborates with families, school teams, special education personnel, mental health providers, and community partners to promote coordinated, family-centered student support;
• Maintains accurate referral records, service logs, assessment and plan documentation, coaching records, and progress-monitoring data;
• Ensures assigned behavior-support practices and documentation align with district procedures and applicable state and federal requirements;
• Evaluates implementation and impact, reports trends and outcomes to district leadership, and recommends adjustments for continuous improvement;

Performs other duties as assigned by the Executive Director of Student Support & Empowerment.

THE DOUGHERTY COUNTY SCHOOL SYSTEM DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, RELIGION, AGE, SEX, NATIONAL ORIGIN, OR DISABILITY.

The System reserves the right to waive any qualifications or other provisions of this advertisement by statute or regulations.

About Us

The Dougherty County School System is a leading catalyst and advocate for public education in Southwest Georgia. It's the largest school system in the second congressional district. The school district has 21 schools (13 elementary, 4 middle, 3 high schools, and 1 alternative middle/high school), 4 learning centers, and the Commodore Conyers College & Career Academy. All schools are accredited by Cognia. The DCSS offers a competitive salary and benefits package.

Dougherty County is recognized for its quail and duck hunting, fishing, the Flint River, and many cypress swamps. The County has a population of approximately 90,000. Our County has two institutions of higher education, Albany State University and Albany Technical College. Notable points of interest include the Albany Museum of Art, the Flint RiverQuarium, the Albany Civil Rights Institute, the Parks at Chehaw, Radium Springs Gardens, and Thronateeska Heritage Center, which includes the Museum of History, Wetherbee Planetarium, and the Science Discovery Center. Dougherty County is a short drive to Atlanta, the Georgia coast, as well as the Florida Gulf Coast beaches.

Important Note

This document provides descriptive information about the above Dougherty County School System position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. The Dougherty County School System reserves the right to make changes to this document as deemed necessary without providing advance written notice.