Behavior Specialist Jobs (NOW HIRING)

Job Description

Position Title: Behavior Specialist

Location: District Support Center

Department: Special Education

Reports To: Director of Special Education

Term: Ongoing 212-day contract

Schedule: Mon-Fri Full-time

Salary: Position follows the Admin Salary Schedule 2026-2027 at Behavior Specialist

Date of last review: June 2026

SUMMARY: The Behavior Specialist role operates within the West Fargo Public Schools district by promoting and implementing positive behavior strategies for learners with social-emotional and behavioral needs. The Behavior Specialist drives meaningful changes for positive learner behavior in Special Education Specialized Programs across the district by collaborating with educators and administrators and acting as a reflective practitioner and learner advocate. The Behavior Specialist uses data and expert-level knowledge to implement and adopt changes and new practices across the district. The Behavior Specialist demonstrates adaptability, self-initiative, and the ability to integrate seamlessly into diverse teams and organizational cultures.

The Behavior Specialist role collaborates with a highly skilled and motivated team of professionals including Board Certified Behavior Analysts (BCBAs), Speech Language Pathologists, School Psychologists, and Educators.

To Apply: Please complete the application and provide a letter of interest, a resume, three letters of recommendation, and your BACB certification. Please also include your transcripts and a copy of your teaching licensure through ESPB, if available.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:

• Partners alongside Individualized Education Program (IEP) teams to develop Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) to support individual learners.
• Partners alongside school-building teams to build systems to support classrooms.
• Partners with specialized program teams to promote positive learner behavior by providing professional development targeting research, strategies, and modeling of instructional practices to support educators in their implementation of positive behavior support in their classrooms.
• Develops positive, effective working relationships with learners and educators.

Communication:

• Supports training district staff on behavioral practices and implementation in a school setting.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.

Compassion:

• Creates inclusive, compassionate, skill-building focused learning environments.
• Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:

• Builds classroom systems focused on reaching the many vs. the few.
• Creates engaging and educational focus groups, trainings, and learning communities.
• Excels as a creative problem-solver, bringing innovative ideas and a capacity for thinking outside the box.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.

Critical Thinking:

• Identifies, trains, and implements assessments that best represent the needs of the classroom (AIM, ABLLS, AFLS, VB-MAPP).
• Demonstrates expert knowledge of function-based intervention planning for developing behavior change strategies focused on reducing problem behavior and increasing socially adaptive behavior.
• Demonstrates expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), functionbased interventions, and Positive Behavioral Support Plans (PBSP).
• Demonstrates expert knowledge in research-based instructional strategies and implements strategies effectively.
• Analyzes and interprets information to promote data-based decision making.
• Knowledge of application of behavior analytic principles in a variety of settings.
• Demonstrates knowledge and willingness to learn special education law and practices.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.

Reflection:

• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

• Proactively implements effective time management and work prioritization strategies.
• Responsible for setting and scheduling daily activities and projects.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Employees will be required to travel to different schools throughout the district. Must have personal, reliable transportation.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear. The employee may frequently sit and rise from the floor.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may frequently lift up to ~25 pounds without assistance.
• The employee may occasionally lift up to ~50 pounds without assistance.
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role.
• The employee may perform a two-person transport, restraint, or lift (with training provided).
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
  

Education and/or Experience:

• Master's degree in Applied Behavior Analysis, Special Education, or related degree with an emphasis on behavioral theory and interventions or similar field.
• Board-Certified Behavior Analyst.
• Minimum of three years of work experience with individuals with mental health related concerns.
• Preferred experience in a leadership position.
• Demonstrated knowledge of, and experience implementing, techniques needed to successfully complete effective (FBAs), functionbased interventions, and Positive Behavioral Support Plans (PBSP) are preferred.
• Valid North Dakota Teaching license is preferred.
• Knowledge of district, state, and federal regulations for Special Education is preferred.
• Experience in supporting challenging behavior through the teaching of evidence-based curricula that incorporates a variety of practices including mindfulness, ACT, etc. is preferred.
• Experience in conducting skills-based assessments including VB-MAPP, ABLLS, AFLS, and others.
   
  

Language Skills:

• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES: 

• None.

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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran's Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.