Entry Level Positive Behavior Support Jobs (NOW HIRING)

Girard College is a full-scholarship boarding school that fosters intellectual curiosity, social development and emotional growth in academically focused students from underserved communities. We ensure every student the opportunity and the means to achieve excellence and preparation for advanced education through purposeful academic and residential programs. 

Position Summary:

Girard College seeks a compassionate, collaborative, proactive, and student-centered Behavior Support Specialist who takes initiative to identify student needs, implement effective behavioral supports, and contribute to a positive school community as a member of the Student Success Team.

Reporting to the Director of Student Success, the Behavior Support Specialist advances student success by implementing evidence-based behavioral supports within a Multi-Tiered System of Supports (MTSS). In partnership with academic and residential staff, the specialist provides classroom-based support, transition assistance, and individualized and small-group behavior counseling to help students develop positive behavior, self-regulation, social-emotional, and problem-solving skills. The Behavior Support Specialist designs and delivers universal, targeted, and intensive interventions, uses data to guide decision-making, supports schoolwide Positive Behavioral Interventions and Supports (PBIS), and provides consultation and coaching to faculty and staff to promote consistent behavioral expectations across academic and residential settings.

Work Schedule:

Monday, Wednesday, and Friday, 8:00 a.m.–4:00 p.m.; Tuesday and Thursday, 9:30 a.m.–5:30 p.m. This is a year-round position. Summer hours may vary based on the school's operational needs.

Job Responsibilities Include:

• Serve as an active member of the Student Success Team.

• Collaborate with school leaders to ensure effective implementation and fidelity of behavior support plans.

• Partner with school-based culture teams to collect data, identify trends, and coordinate student supports.
• Participate in and facilitate MTSS meetings and collaborative problem-solving discussions.

• Analyze student data to identify behavioral support needs and inform intervention planning.
• Monitor student progress and evaluate the effectiveness of interventions, adjusting supports as needed.
• Support the implementation and continuous improvement of schoolwide MTSS and Positive Behavioral Interventions and Supports (PBIS) practices.

• Provide training, coaching, and consultation to faculty and staff on universal behavior support strategies.
• Seek out and participate in ongoing professional learning opportunities to strengthen expertise, apply evidence-based practices, and support continuous improvement.
• Maintain confidentiality while fostering effective communication and collaboration with students, families, and staff.

• Promote schoolwide behavior expectations and a positive school culture.
• Provide lessons on social-emotional learning, self-regulation, and problem-solving.
• Support students during transitions across academic and residential settings.
• Coach teachers and residential staff on proactive behavior strategies.
• Conduct classroom and residential observations.
• Support restorative practices and positive school climate initiatives.
• Provide training and consultation on behavior support strategies.

• Provide short-term individual counseling and behavioral interventions.
• Facilitate 6–10-week small-group intervention sessions twice weekly to teach and reinforce
• positive behavior, self-regulation, and social-emotional skills.
• Implement and monitor targeted behavior support plans and behavior trackers.
• Facilitate Check-In/Check-Out (CICO) and other evidence-based interventions.
• Collaborate with families, teachers, and residential staff.
• Monitor student progress and adjust interventions as needed.

• Conduct Functional Behavioral Assessments (FBAs), as appropriate.
• Develop and monitor individualized Behavior Support Plans.
• Provide intensive individual behavior support sessions 2–3 times per week based on student needs and progress.
• Coordinate with school staff and families to implement supports.
• Monitor progress using behavioral data and revise plans as needed.
• Refer student for mental/behavioral health evaluations as needed

• Respond to behavioral crises using approved de-escalation strategies.
• Assist in developing behavior safety plans.
• Document behavioral incidents and interventions.
• Support post-crisis debriefing and prevention planning.

• Maintain accurate intervention records.
• Collect and analyze behavioral data.
• Monitor student progress toward intervention goals.
• Prepare documentation for Student Success Team and MTSS meetings.

• Bachelor's degree in Education, Psychology, Social Work, Counseling, Applied Behavior Analysis, Human Services, or a related field.
• Demonstrated experience supporting children or adolescents with behavioral and social-emotional needs.
• Knowledge of Multi-Tiered Systems of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), behavior intervention strategies, and trauma-informed practices.
• Experience collaborating effectively with multidisciplinary teams to support student success.
• Strong interpersonal, organizational, communication, and problem-solving skills.

• Ability to provide coaching, training, and consultation to support the implementation of effective behavioral practices and share expertise with faculty and staff.
• Valid driver's license with the ability to maintain driving privileges in accordance with College policies.

• Master's degree in a related field.
• Board Certified Behavior Analyst (BCBA), Licensed Behavior Specialist, School Counselor, Licensed Professional Counselor, Licensed Clinical Social Worker, or comparable credential.
• Experience in a boarding school or residential education setting.
• Experience conducting behavioral assessments and developing behavior support plans.
• Crisis Prevention Institute (CPI) or equivalent crisis intervention certification.

• Multi-Tiered System of Supports (MTSS)
• Positive Behavioral Interventions and Supports (PBIS)
• Functional Behavioral Assessment (FBA)
• Behavior Support Planning
• Trauma-informed care
• Restorative practices
• Social-emotional learning (SEL)
• Data-based decision making
• Crisis prevention and de-escalation
• Executive functioning supports
• Collaborative consultation
• Progress monitoring
• Culturally responsive practices

• Ability to move throughout campus, including academic buildings and residential facilities.
• Ability to respond promptly to behavioral emergencies.
• Ability to participate in crisis intervention consistent with school training requirements.
• Ability to lift up to 25 pounds and perform duties associated with student supervision.

This position serves general education students in grades 1–12 in both academic and residential settings. The Behavior Support Specialist works collaboratively with faculty, residential life staff, school counselors, administrators, and families to ensure consistent implementation of behavioral supports across all aspects of the boarding school experience.

Performance Expectations

Success in this role is demonstrated by:

• Improved student behavioral outcomes.
• Increased implementation fidelity of MTSS and PBIS practices.
• Reduction in behavioral and discipline referrals.
• Increased staff confidence in behavior support practices.
• Improved collaboration between academic and residential programs.
• Positive progress toward individualized student behavioral goals.
• Accurate and timely documentation and data reporting.