Behavior Coordinator (Elementary/Middle School)

The Foundation Schools
Largo, Maryland, Prince George's County
Jan 09, 2023
Feb 13, 2023
Full Time

The Behavior Coordinator is primarily responsible for managing the Dedicated Aides, Program Assistants and/or the Clinical Intervention Specialist through the development of schedules and assignments, and by providing supervision and feedback to ensure quality of performance.  The Behavior Coordinator must demonstrate a comprehensive knowledge of behavior management programs and is responsible for collaborating with the management team on the revision, implementation and supervision of the school’s behavior management system.  The Behavior Coordinator coordinates and supervises the transportation arrival and departure procedures.


  • Supervise, coach, and counsel staff to ensure use of appropriate behavior management practices
  • Ensure the essential job functions of the behavior specialist are demonstrated throughout the program in order to secure a fully functioning clinical intervention program
  • Provide direction to staff during crisis and non-crisis situations to assist staff with improving behavior management skills and decision making skills; manage the need for additional staff in crisis situations and direct staff back to other duties when appropriate; facilitate debriefing sessions with staff to review incidents and identify person responsible for completing required documentation
  • Follow suspension determination protocol and notify the appropriate staff of suspension determination
  • Consistently and appropriately utilize and model TACT 2 verbal de-escalation and approved physical restraint techniques, Life Space Crisis Intervention (if trained), and behavior management strategies; provide staff training on behavior management procedures and program processes; maintain trainer certifications and conduct regularly scheduled training to ensure all staff maintain certification
  • Implement and ensure staff use of the point and/or level systems consistently; provide regular feedback, counseling, and coaching to staff on their execution of the systems
  • Conduct and maintain documentation on observations of assigned staff to evaluate staff’s knowledge, skills, and abilities, and to monitor program quality; meet with staff to discuss observations and develop performance improvement plans as necessary
  • Conduct regularly scheduled departmental meetings and report to management team areas of concern
  • Demonstrate knowledge of special education laws and regulations including IDEA, FERPA, COMAR, and DCMR; monitor staff compliance with laws and regulations
  • Participate and contribute to the management team by actively participating in management meetings, sharing information and observations to improve school programing
  • Contribute to the development, implementation, and monitoring of the school’s annual goals. 
  • Assist with the interviewing, hiring, supervision, coaching, progressive counseling, and termination process for Program Assistants and other assigned support staff; complete performance evaluations and individual goal creation and review for assigned staff
  • Ensure the expectations for learning and standards for classroom participation and behavior are followed; effectively manage student behavior through implementation of positive behavioral management systems, school rules, policies, and procedures, and model appropriate behavior for students during the school day; assist students with using strategies to decrease and avoid inappropriate behaviors
  • Actively engage with students and staff to identify potential conflicts or students who are in need of additional support; facilitate or participate in mediations, reentry meetings, and parent meetings; coordinate staff assignments regarding meetings
  • Ensure critical incident reports are completed, accurate, printed, signed, and submitted to the assigned staff within set deadlines
  • Proactively provide supervision of students to ensure the safety and security of the school program at all times
  • Maintain student confidentiality in accordance with The Foundation Schools Confidentiality and Conflict of Interest Statement and student record confidentiality procedures
  • Demonstrate an understanding of how our students’ disabilities impact their behavior and ability to learn; display knowledge of students’ diagnoses and adapt intervention strategies accordingly to meet the requirements of the students’ IEPs and BIPs
  • Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors in order to limit the severity and length of disruptions
  • Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently, and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies
  • Work with teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs, and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate
  • Actively participate in committees, meetings, supervision, and professional development activities
  • Consistently model and implement the organization’s core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors
  • Comply with all of The Foundation Schools’ policies, rules, protocols, and procedures
  • Complete other duties as assigned

Education, Experience and Certification

  • Bachelor’s degree or higher is required, preferably in education, special education or related field; equivalent professional experience may be accepted in lieu of degree.
  • Formal training or experience in special education, a psychiatric setting or other similar setting for children and adolescents is required
  • Three or more years of supervisory experience in a special education setting, preferably working with students with emotional disabilities is preferred
  • Knowledge of IDEA 2004 and its specific applications to educating students with emotional disturbance and other disabilities

Physical, Interpersonal and Cognitive Requirements

  • Utilize basic office equipment such as computer, telephone, fax, copier, etc.
  • Complete reports and data input while using a variety of computer programs
  • Move and carry supplies; light lifting, non-repetitive
  • Maintain a professional demeanor and relationship with students, colleagues, families and community partners
  • Work positively and collaboratively with others
  • Maintain a professional work ethic and meet the standards of professionalism including appropriate dress, attendance and timeliness
  • Demonstrate effective time management and organization skills
  • Prioritize & plan work activities
  • Use time and resources efficiently, set realistic action plans and goals
  • Speak clearly and be understood by others
  • Read and express thoughts in a written format
  • Possess and demonstrate a high level of mental and emotional balance
  • Respond quickly and tactfully to crisis situations while using critical thinking to assess problems
  • Work with minimum supervision and meet deadlines
  • Physically restrain or assist in student restraints
  • Possess sufficient mobility to provide support to the program and manage student behaviors


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