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What is executive functioning?

An Executive Functioning job typically involves supporting individuals in developing cognitive skills such as organization, time management, planning, and problem-solving. Professionals in this role may work in education, healthcare, or business settings, assisting clients or employees in improving their executive functioning abilities. This can include coaching, creating personalized strategies, and providing tools to enhance productivity and self-regulation.

What does an executive functioning coach do?

Executive Functioning Coaches typically work one-on-one with clients, helping them develop strategies for time management, organization, goal-setting, and task initiation. Daily responsibilities often include conducting assessments, creating individualized support plans, checking in on client progress, and adjusting strategies as needed. Coaches may also communicate with parents, educators, or other professionals to coordinate care and share insights. This collaborative and hands-on approach helps clients overcome specific challenges and build lifelong executive functioning skills.

What are the key skills and qualifications needed to thrive in executive functioning?

To excel in an Executive Functioning Coach role, a background in psychology, education, or counseling is essential, often complemented by relevant certifications such as ADHD coaching or special education credentials. Familiarity with productivity tools, organizational apps, and assessment platforms is valuable for tracking progress and designing personalized plans. Strong interpersonal skills, patience, and motivational communication are key soft skills that set top coaches apart. These skills enable coaches to effectively support clients in building organizational, planning, and self-regulation abilities crucial for academic and professional success.

What are popular job titles related to Executive Functioning jobs in Connecticut?

For Executive Functioning jobs in Connecticut, the most frequently searched job titles are:

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The top searched job categories for Executive Functioning jobs in Connecticut are:

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Executive Functioning jobs near you
Infographic showing various Executive Functioning job openings in Connecticut as of September 2026, with employment types broken down into 1% Internship, 86% Full Time, 10% Part Time, and 3% Contract. Highlights an 81% Physical, 6% Hybrid, and 13% Remote job distribution.

Paraeducator/Registered Behavioral Tech. - RISE Learning Center

Derby, CT • On-site

Derby Public Schools
Elementary and Secondary Schools • 11 - 50 employees
Learn more about Derby Public Schoolsexternal

Other

Posted 20 days ago

Job description

Position Type:
Paraeducator/Paraeducator
Date Posted:
8/19/2026
Location:
Derby Middle School
(High-Needs School)
Date Available:
09/02/2025
Closing Date:
Until Filled
Paraeducator/ Registered Behavioral Technician (RBT) at Derby Middle School - RISE Room
Position: Registered Behavior Technician (RBT)/Paraeducator
Location: Derby Middle School, Derby, Connecticut
Reports To: Building Administration / Special Education Supervisor
Position Overview
Derby Middle School is seeking a compassionate, skilled, and student-centered Registered Behavior Technician (RBT)/ Paraeducator to join our RISE Room team. The RISE Room provides targeted academic, behavioral, social-emotional, and regulation support to middle school students who require additional structure and individualized intervention to be successful in the school environment.
The RBT will work collaboratively with special education teachers, general education teachers, school counselors, administrators, related service providers, and families to support students in developing the skills necessary to access instruction, build positive relationships, regulate emotions and behavior, and become increasingly independent learners.
The ideal candidate will understand that behavior is a form of communication and will approach students with patience, consistency, empathy, and a belief in their ability to grow. The RBT/Paraeducator will help create a predictable, supportive environment in which students can practice and strengthen academic, behavioral, social, and self-regulation skills.
About the RISE Room
The Derby Middle School RISE Room is designed to provide students with a structured and supportive setting when they need additional assistance to successfully engage in school. The program is grounded in our schoolwide RISE values:
  • Respectful - We treat ourselves and others with dignity.
  • Independent - We develop the skills to advocate for ourselves and take ownership of our learning and behavior.
  • Safe - We create an environment where students and adults feel physically and emotionally safe.
  • Empowered - We believe every student has the capacity to learn, grow, and contribute.
Students receiving support through the RISE Room may demonstrate a range of academic, behavioral, executive functioning, communication, social-emotional, and self-regulation needs. Support is individualized based on student needs and may occur within the RISE Room, in general education settings, or throughout other areas of the school.
Essential Responsibilities
  • Provide direct behavioral and academic support to students individually and in small groups.
  • Implement individualized behavioral interventions and strategies under the direction of qualified school-based professionals and in accordance with student plans.
  • Support students in developing self-regulation, coping, communication, social, executive functioning, and problem-solving skills.
  • Assist students in identifying triggers and utilizing appropriate replacement behaviors and coping strategies.
  • Reinforce positive behaviors and student progress using school- and student-appropriate reinforcement systems.
  • Support students in transitioning successfully between classrooms, activities, and settings.
  • Provide academic assistance and reinforce instructional strategies under the direction of classroom teachers and other certified staff.
  • Help students develop independence rather than becoming dependent on adult support.
  • Collect accurate behavioral and academic data as directed by the supervising teacher or behavior professional.
  • Document student progress, interventions, and relevant observations in accordance with school and district expectations.
  • Assist with the implementation of behavior support plans, IEP goals, and other individualized student supports as appropriate.
  • Maintain a calm, predictable, structured, and welcoming RISE Room environment.
  • Respond appropriately and safely to student dysregulation, escalation, and crises in accordance with district protocols and training.
  • Support students in returning to instruction and the school community following behavioral incidents or periods of dysregulation.
  • Collaborate with teachers to help students generalize skills learned in the RISE Room to their general education classrooms and other school settings.
  • Participate as a member of the student's educational support team and contribute relevant observations and data.
  • Maintain confidentiality and demonstrate professionalism when working with students, families, and staff.
  • Build positive relationships with students while maintaining appropriate professional boundaries.
  • Perform other duties as assigned by school administration.
Qualifications
Required:
  • Current Registered Behavior Technician (RBT) certification through the Behavior Analyst Certification Board (BACB), or eligibility to obtain certification as required.
  • Associate's or Bachelor's degree in education, psychology, behavioral science, special education, social work, or a related field, or completion of the ParaPro Exam.
  • Experience working with children or adolescents with behavioral, academic, developmental, or social-emotional needs.
  • Ability to successfully complete required background checks and district employment requirements.
  • Ability to participate in required crisis prevention, safety, and behavioral support training.
  • Previous experience working in a school setting.
  • Experience implementing behavior intervention plans or individualized behavioral strategies.
  • Experience working with middle school-aged students.
  • Familiarity with special education, IEPs, MTSS, PBIS, SEL, or trauma-responsive practices.
  • Experience using behavioral data to monitor student progress.

Why Join Derby Middle School?
At Derby Middle School, we believe that students do well when they can. Our work is grounded in relationships, high expectations, consistency, and a commitment to helping every student find a pathway to success.
The RISE Room is an important part of our school's commitment to supporting students with behavioral and academic needs while maintaining their connection to the larger school community. The RBT/Paraeductor will play a critical role in helping students build the skills, confidence, and independence they need to be successful.
If you are a positive, patient, collaborative professional who believes in the potential of every student and enjoys helping adolescents develop meaningful skills for success, we invite you to join the Derby Middle School team!
**RBT certifiied candidates shall receive $5 per hour stipend
FMLA regulations require all employers to post the updated FMLA notice
Nondiscrimination The conditions or privileges of employment in this school system, including the wages, hours, terms and benefits shall be applied without regard to race, color, religious creed, age, marital status, national origin, sex, ancestry, residence, present or past history of mental disorder, mental retardation, pregnancy, or physical disability, (including but not limited to blindness) except in the case of a bona fide occupational qualification or need. Thereby the board of education seeks to extend the advantages of public education with full equality of educational opportunity to all pupils and personnel. Neither the board nor any employee nor any other person may aid or compel the performance of an unfair labor practice as defined by law.

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