School Assigned - Behavior Interventionist PreK - 8

Washington County TN School District; Jonesborough (TN); On-site; USD 42,000 - 66,000; Full time

Job summary

Washington County TN School District seeks a Behavior Interventionist for Jonesborough Elementary School to provide site-based BT and PBIS supports, aligning with the district’s RTI²-B framework.

The role requires a Bachelor’s degree and may prefer candidates with related field experience; First Aid/CPR is a plus and training in behavior management will be provided. This is a full-time, on-site position supporting staff and students in a school setting.

Qualifications

• Bachelor's degree required; related field preferred.
• Valid license or endorsement acceptable to TN Department of Education; First Aid/CPR preferred.
• Willingness to obtain Conflict Resolution/Restraint Training.

Responsibilities

• Deliver targeted social-emotional and behavioral interventions to at-risk students.
• Participate in RTI2-B/PBIS team meetings to design and evaluate plans.
• Align site interventions with district-wide best practices under supervision.
• Collect and analyze intervention data to monitor progress.
• Communicate with parents, teachers, and administrators about goals and progress.
• Support de-escalation strategies and maintain classroom climate.
• Collaborate with staff and community resources for student benefit.
• Attend meetings and trainings as required.

Skills

Behavioral interventions

Communication

Team collaboration

Data tracking

Education

Bachelor's degree required

Related field preferred (education, BCBA, social work, counseling, psychology)

Job description

School Assigned - Behavior Interventionist PreK - 8 JobID: 1935

• Position Type: Elementary/Middle School Teaching/ Title I Interventionist
• Date Posted: 9/14/2026
• Location: Jonesborough Elementary School

Job Title: Behavior Interventionist Education: Bachelor's degree required. Degree in a related area such as education, BCBA, social work, counseling, psychology, or other related field is preferred.

Department/Group: Student Supports - School Assigned & Supervised Certificates & Licenses: Valid license with appropriate endorsement acceptable to the state of Tennessee Department of Education; First Aid and CPR certification preferred; must have or be willing to obtain Conflict Resolution/Restraint Training

Location: School

Required Testing: Pre-employment Physical Exam

Level/Salary Range: Certified Pay Scale

Continuing Education/Training: Participation in ongoing professional development and training related to RTI 2 -B/PBIS, social-emotional development, conflict resolution, and behavioral supports (including Behavior Support and Intervention Plans).

HR Contact: HR Director or HR Generalist

Position Type: Full Time

Job Category: Certified

Clearances: Criminal Justice Fingerprint/Background Clearance

FLSA Status: Exempt

Job Description

PURPOSE

The School-Based Behavior Interventionist provides supplemental, site-specific behavioral and social-emotional interventions to enhance academic engagement and achievement for at-risk students within a single school. Working directly under the administrative leadership of the School Principal and in close technical collaboration with District Behavior Intervention Specialists, this role delivers targeted Tier 2 and Tier 3 RTI²-B supports aligned with the Schoolwide Improvement Plan. This supplemental position does not perform state-mandated special education compliance or replace general district-funded behavioral services.

ESSENTIAL FUNCTIONS

• Delivers targeted small-group and one-on-one supplemental social-emotional and behavioral interventions to at-risk students to reduce academic disruption.
• Actively participates in building-level RTI²-B/PBIS team meetings to design, track, and evaluate Tier 2 and Tier 3 behavioral support plans aimed at improving student achievement.
• Works under the direction of the Building Principal while receiving guidance and technical support from District Behavior Intervention Specialists to align site interventions with district-wide best practices.
• Collects and analyzes daily/weekly supplemental intervention data to monitor student progress toward social-emotional and academic goals.
• Demonstrates evidence-based, positive classroom management and de-escalation strategies for instructional staff working with at-risk students.
• Communicates regularly with parents, teachers, and school administration regarding supplemental intervention goals, strategies, and student progress.
• Supports research-based de-escalation and crisis prevention techniques at the assigned building site following board policies and safety rules.
• Shared commitment to teach and reinforce positive behavior intervention and supports for students.
• Assists teachers in understanding and developing a positive classroom climate that encourages student responsibility, using positive behavioral support systems.
• Follows students in alternative placements and facilitates transition during referral and reintegration phases.
• Provide one on one interventions with students as needed.
• Actively participates in RTI 2 -B/PBIS meetings and plan development.
• Consults with school staff working with students with behavioral needs on behavior management techniques and information on specific student needs.
• Provides social skill lessons and materials to teachers, student groups or individual students as needed.
• Provide one-on-one interventions with students as needed.
• Builds trusting relationships with and supports faculty, staff, students, and parents.
• Support research-based classroom management methods, with strategies for individual behavior management, crisis prevention, intervention, and de-escalation techniques.
• Discusses students' areas in need of support and progress with students, parents, and administration and suggests corrective action as needed.
• Maintains a high level of personal integrity and strong work ethic.
• Assumes the responsibility of having regular and timely attendance.
• Participates in a variety of meetings and training.
• Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job.
• Collaborates with instructional staff, other school personnel, parents, and a variety of community resources for the benefit of and in the best interest of students in the academic areas, athletics, special programs, extra-curricular activities, etc.
• Follows all board policies, school system rules and administrative regulations.
• Maintains confidentiality relative to employee, student, and parent records/information and procedures according to legal and system guidelines such as the Employee Handbook.
• Reports immediately, as required by law, to the appropriate agency(ies) and the principal or other persons designated by the school system, incidents of actual or suspected child abuse, actual or suspected child sexual abuse.
• Reports immediately, as required by law or school policy, to the appropriate agency(ies) and/or the principal or other persons designated by the school system, incidents involving unlawful student possession of weapons or drugs or fighting on school property.
• Respond promptly and professionally to inquiries from a variety of sources (e.g. teachers, students, parents, administrators, boosters, etc.).
• Responds to emergency situations and safety concerns as necessary and direct to appropriate personnel for resolution.

OTHER FUNCTIONS

• Performs other job-related duties as assigned.

WORK ENVIRONMENT

Mental Demands

Experiences frequent interruptions; required to meet flexible deadlines, requires concentration and attention to detail; may occasionally deal with distraught individuals.

Physical Demands

Required to sit for prolonged periods; exposed to visual display terminal for prolonged periods; dexterity and precision required in the operation of a computer.

Other physical demands that may be required are as follows:

• Stooping and/or kneeling
• Reaching
• Hearing
• Talking
• Lifting
• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
• Adaptability to accepting responsibility for the direction, control, or planning of an activity.
• Adaptability to dealing with students, faculty, administration, and CO staff.
• Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.

This job description will be reviewed periodically and at the end of the academic year. The description may be amended to determine viability.