Director of Behavior Support @ Central Office

JOB DESCRIPTION

Director of Behavior Support

DIVISION

Academics & Student Support

GRADE

A4

DEPARTMENT

Academics & Student Support

WORK DAY

240

REPORTS TO

Assistant Superintendent of Student and Family Support

FLSA STATUS

Exempt

JOB CLASS

6417

GROUP

Certified

POSITION SUMMARY

The Director of Behavior Support is at the forefront of fostering a positive school environment. This pivotal role involves oversight of behavior interventions and supports. This position is instrumental in enhancing school climate and culture through initiatives such as restorative and trauma-informed practices. Collaborating closely with school administrators, you will help shape a supportive educational atmosphere that prioritizes student well-being and success.

MINIMUM REQUIREMENTS

EDUCATION

• Master's Degree in related field

CERTIFICATION/LICENSE

• Leadership certification required
• Applied Behavior Analysis (ABA) certification preferred
• Maintains all licenses and certifications
• Criminal Justice Fingerprint
• Background Clearance

WORK EXPERIENCE

• Minimum three (3) years' teaching experience or equivalent experience related to positive behavior interventions and discipline
• Demonstrated ability in interagency collaboration and networking
• Leadership Experience required

KNOWLEDGE, SKILLS, & ABILITIES

Skills-based Competencies

Required to perform multiple technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment, including a variety of software applications; planning and managing projects; and preparing and maintaining accurate records.

Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; standard business practices; program planning and development; concepts of grammar and punctuation; instructional procedures and practices; age-appropriate student activities; safety practices and procedures; conflict resolution; and stages of child development/ behavior.

Ability-based Competencies

Required to schedule a number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans.

Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups and individuals; meeting deadlines and schedules; setting priorities; working as part of a team; and working with detailed information/data

ESSENTIAL DUTIES

• Oversees the review, development, and implementation of processes and procedures in alignment with federal, state, and local policies.
• Manages the implementation and efficiency of student behavioral interventions.
• Supports and develops school administrators, providing necessary training on behavior support.
• Develops partnerships with businesses and nonprofits to enhance school climate and support at-risk students, leveraging these relationships for community and rehabilitative support.
• Uses evaluative tools to identify administrative needs for additional support, focusing on behavior, interventions, community, and positive culture.
• Supervises behavior support coordinators and specialists and guides the establishment of behavioral goals and targets.
• Conducts routine school visits to provide feedback on administrative practices and school culture.
• Serves as the co-facilitator of the district Discipline Committee, ensuring systematic approaches to behavior intervention and multi-tiered supports are implemented across schools.
• Collaborates with district personnel and other districts to implement and maintain services and programs.
• Coordinates program components and support needs to deliver services that conform to guidelines.
• Develops proposals, new programs, budgets, and grants to meet District goals.
• Evaluates programs and projects to ensure objectives are met within the area of responsibility.
• Facilitates meetings and processes to implement and maintain programs that achieve district objectives.
• Monitors district activities and program components to ensure compliance with financial, legal, and administrative requirements.
• Prepares and maintains records and written materials for documentation, compliance, and communication purposes.
• Reviews IEPs, BIPs, and FBAs to assess appropriateness and identify areas needing additional training.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit

PHYSICAL ABILITIES AND WORKING CONDITIONS

The Physical Abilities and Other Conditions of Continued Employment listed in this section are representative of, but are not intended to provide an exhaustive list of Physical Abilities and Other Conditions of Continued Employment that may be required of positions in this class. Clarke County School District encourages persons with disabilities who are interested in employment in this class and need reasonable accommodation of those disabilities to contact the Human Resources Department for further information.

Vision

Hearing

Speech

Upper Body Mobility

Strength: Some lifting

Environmental requirements

Mental Requirements

Additional Work Conditions & Physical Abilities: Generally the job requires 80% sitting, 10% walking, and 10% standing.

It is the policy of the Clarke County School District not to discriminate on the basis of age, sex, race, color, religion, national origin, marital status, disability or any other legally protected status in its educational programs, activities or employment practices. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. This job description is intended to accurately reflect the position activities and requirements. However, management and administration reserves the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all inclusive list of all the responsibilities, skills, or working conditions associated with the position.

Updated 11/02/26