Elementary Behavior Interventionist (Grades 4&5)

Young World Physical Education; Bayboro (NC); On-site; USD 38,000 - 56,000; Full time

Job summary

Pamlico County Schools Fred A. Anderson Elementary School in Bayboro, NC, seeks an Elementary Behavior Interventionist (grades 4–5) for a 10‑month position starting immediately.

Reports to the principal and works with teachers, families, and support staff to promote positive behavior and student success. The role emphasizes one-on-one and group behavioral supports, data tracking, MTSS/IEP collaboration, and integration of PBIS strategies to foster safe learning environments and strong student

Qualifications

• Associate degree or 48 college credits required.
• Bachelor’s degree in education, psychology, social work, counseling or related field preferred.
• Minimum 2 years of experience with elementary children.
• PBIS and trauma-informed practices knowledge preferred.
• Strong communication and problem-solving skills required.

Responsibilities

• Advocate for students with one-on-one or small group sessions and goal setting.
• Observe, document, and monitor student behavior and progress.
• Collaborate with teachers, counselors, and families to support student success.
• Provide coaching to staff on proactive behavior supports and positive reinforcement.
• Model effective classroom behavior management and de-escalation techniques.
• Participate in MTSS, IEP, and problem-solving meetings as appropriate.
• Coordinate behavior planning and data collection to guide interventions.

Skills

PBIS knowledge

Trauma-informed practices

De-escalation techniques

Data collection & analysis

Communication skills

Education

Associate’s degree or 48 credit hours

Bachelor’s degree in education/related field preferred

Job description

Elementary Behavior Interventionist (Grades 4&5)

Pamlico County Schools Fred A. Anderson Elementary School - Bayboro, North Carolina Open in Google Maps

Job Details

Job ID: 5879855

Application Deadline: Posted until filled

Posted: Aug 10, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

Reports to: Principal

Terms of Employment: 10 months

FLSA Status: Exempt

Nature of Work:

The Behavior Interventionist supports students with behavioral, social, emotional, and self-regulation needs in order to promote student success and maintain safe, positive learning environments. The interventionist collaborates with teachers, administrators, support staff, and families to implement proactive behavior supports, provide interventions, and assist with behavior management strategies aligned with school and district expectations.

Education and Experience:

• Minimum: Completion of an Associate’s degree or two years of higher education equivalent to 48 credit hours or ability to pass a formal assessment (WorkKeys)
• Associate’s or Bachelor’s degree with a concentration in education, psychology, social work, counseling, related field, preferred.
• Minimum 2 years of experience working with elementary age children.
• Experience working with children exhibiting challenging behaviors preferred.
• Knowledge of PBIS, trauma-informed practices, de-escalation techniques, and behavior intervention strategies preferred.
• Ability to build positive relationships with students, staff, and families.
• Strong communication, organization, and problem-solving skills.

Essential Functions/Typical Tasks:

• Acts as an advocate for students by providing one on one/group therapeutic processing sessions, assessment of student’s needs individual behavior planning, personal goal setting, weekly follow-ups with students and other school-based supports as needed.
• Observes, documents and maintains data regarding student behavior, attendance and academic progress.
• Evaluates student information and makes recommendations as needed.
• Collaborate with teachers, school counselors, administrators, EC staff, school psychologists, and social workers to support student success.
• Provide coaching and support to staff regarding proactive behavior supports and positive reinforcement systems.
• Model effective classroom behavior management techniques and intervention strategies.
• Participate in MTSS, IEP, and problem-solving meetings as appropriate.
• Implements behavior management programs, enabling students to acquire social and interpersonal behaviors that will enhance their academic success.
• Assists teachers and administrators to develop current behavior management strategies.
• Assists with the day-to-day discipline, discuss student concerns with appropriate school staff and community agencies.
• Assists with coordinating activities for parent and responds to requests for assistance and information.
• Assist students in developing self-regulation, coping, conflict resolution, and social skills.
• Support implementation of Behavior Intervention Plans (BIPs), Functional Behavior Assessments (FBAs), and behavior goals.
• Provides close supervision to students who have committed code of conduct violations.
• Provides immediate practical assistance to students in an effort to increase necessary social, behavioral and academic skills needed to be successful in the school setting.
• Implements social skills/character education curriculum and provides individual and group instruction to students regarding appropriate social skills and behaviors.
• Proactively monitors behavior by observing and interacting with students.
• Maintains accurate log of student progress, relative behavior and social skills development.
• Assists in the identification of students who demonstrate a need for participation in programs provided by community-based human services agencies.
• Responds to crisis and routine calls for assistance from staff and/or students, using approved de-escalation strategies and district protocols.
• Addresses the needs of EC students appropriately and in accordance with individual Education Plans (IEPs).
• Promote positive school climate and PBIS/MTSS initiatives. Assist with development and implementation of schoolwide behavior expectations and supports.
• Help supervise and support students during unstructured times as needed (arrival, dismissal, cafeteria, recess, transitions, etc.).
• Support attendance improvement efforts and student engagement initiatives when appropriate.
• Help students transition successfully between settings, classrooms, and activities.
• Communicate professionally and positively with families regarding student progress and behavior supports.
• Help connect families with school and community resources when appropriate.
• Maintain confidentiality of student information in accordance with FERPA and district policies.
• Participate in required professional development and training.
• Follow all district safety procedures and behavior intervention protocols.
• Perform other duties as assigned by the principal or designee.
• Performs related duties as assigned.

Knowledge, Skills, and Abilities:

• Knowledge of crisis intervention techniques and behavior management principles.
• Ability to develop and implement effective individual and group behavior management plans.
• Ability to collect and summarize data to document student progress by observing and charting behaviors and measuring the duration and frequency of inappropriate behavior.
• Ability to provide support to faculty in managing students sometimes necessitating controlling aggressive behavior.
• Ability to establish and maintain cooperative working relationships.
• Ability to communicate and respect diversity in individuals.
• Ability to work independently and under general supervision.
• Ability to set priorities and meet deadlines.
• Ability to work with constant interruptions.
• Ability to maintain confidentiality and discretion.
• Ability to work with adolescents and families.
• Ability to effectively explain the school system’s disciplinary policies and procedures.
• Ability to analyze problems, identify alternative solutions, project consequences of proposed actions and implement recommendations in support of current goals.
• Skill in oral and written communication.
• Skill in problem solving to identify issues and de‑escalate problems with students.
• Ability to maintain a high level of ethical behavior.

Physical Requirements:

This work requires the regular exertion of up to 10 pounds of force, frequent exertion of up to 25 pounds of force and occasional exertion of up to 50 pounds of force; work regularly requires standing, walking, sitting and speaking or hearing, frequently requires using hands to finger, handle or feel and repetitive motions and occasionally requires climbing or balancing, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data, operating motor vehicles or equipment and observing general surroundings and activities; work has no exposure to environmental conditions; work is generally in a very quiet location or classroom (e.g. office).

Special Requirements

Valid North Carolina driver’s license

Position Type: Full-Time

Job Categories:

Other Professional > Other Classified Professional

Job Requirements

• At least 2 year(s) of relevant experience preferred.
• Associate degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Wendy White , Principal
• Fred A. Anderson Elementary School
• Phone: [phone]
• Email: [e-mail]