This is a fully grant-funded position. Employment is contingent on annual grant funding.

Classification: Admin/Prof

Exemption Status/Test: Exempt/Professional

Job Grade: 4

Department: Emergency Management and School Safety

Reports To: Director, Emergency Management and School Safety

Job Goal:

The Behavior Specialist at Region 4 will serve as a subject matter expert in Restorative Practices, supporting school districts in implementing effective behavioral interventions that enhance positive school climates. The specialist will work directly with K-12 educators, using the Texas Education Agency's (TEA) Restorative Practices Model to provide trainings and evidence-based practices through coaching and on-campus support after the training. The ideal candidate will possess strong organizational, communication, and leadership skills and be passionate about driving positive behavioral change in school communities.

Qualifications:
Education:

• Master’s Degree in Education or related field from an accredited college or university
• Prefer Licensed Professional Counselor (LPC), Licensed Specialist in School Psychology (LSSP) or Certified School Counselor

Certification:

1. Texas Teaching Certification
2. Texas Principal or Supervisory Certification

Experience:

1. 10 years of experience in education, with significant work in Restorative Practices and behavior interventions
2. Experience working with at-risk students, parents, and in K-12 settings
3. Experience presenting at campus and district levels, with regional and/or state-level experience preferred
4. Demonstrated experience with building positive school climates and supporting student success through behavior interventions

Skills and Competencies:

1. Strong understanding of Multi-Tiered Systems of Support (MTSS) and their application to behavior management
2. Excellent organizational skills, with the ability to maintain accurate documentation and manage tasks in a timely manner
3. Effective communication and presentation skills, with the ability to tailor messages for a variety of stakeholders, including teachers, administrators, and parents
4. Competency in coaching, with strong active listening and reflective thinking skills
5. Strong time management and the ability to manage multiple projects and deadlines
6. Expertise in mental health and support systems
7. Familiarity with the Texas Education Agency’s Restorative Practices model and training in its application

Personal Attributes:

1. A passion for working with school communities to improve student outcomes
2. Sensitivity and maturity when working with adult learners, including educators, parents, and community stakeholders

Major Responsibilities:
Planning

• Develop and prepare research-based training materials and presentations.
• Collaborate with staff and stakeholders to address district needs.

Collaboration

• Work with districts and ESC staff across regions to achieve training program goals.
• Partner with school districts on Restorative Practices and discipline strategies.

Budget/Fiscal Responsibility

• Ensure fiscal responsibility for assigned budgets and expenditures.
• Coordinate with the Director of Coordinator on grant budget management, if applicable.
• Assist in the development, implementation, and management of grants for Restorative Practices initiatives.

Customer Service/Delivery

• Offer guidance and technical assistance to school personnel.
• Deliver training sessions on TEA’s Restorative Practices model and utilize materials effectively.
• Assist in identifying and implementing interventions to reduce disciplinary referrals and foster stronger relationships between teachers, students, and parents.

Leadership

• Uphold confidentiality and integrity of sensitive information.
• Ensure fidelity in the implementation of TEA’s Restorative Practices model.

Problem Solving

• Analyze issues and provide effective solutions to support districts in Restorative Practices.

Innovation

• Develop and implement new initiatives to enhance Restorative Practices in schools.
• Lead program innovations aimed at reducing disciplinary referrals and improving school climate.

Goal Setting

• Analyze student and program data to plan for project adjustments.
• Use fidelity data to inform improvements and set and monitor progress on goals.

Supervisory Responsibilities:

None

Physical Demands/Environmental Factors/ Mental Demands:

Frequent in and occasional out of region travel; frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of a mouse); occasional light lifting and carrying (less than 15 pounds); may work prolonged and irregular hours; work with frequent interruptions; maintain emotional control under pressure.