Behavior Intervention Specialist (Elementary), SSD

Position Objective

The Student Support Department (SSD) is seeking an experienced Behavior Intervention Specialist to join our robust team of multidisciplinary professionals. Utilizing a Multi-Tiered System of Support (MTSS) framework, this role provides direct support to assigned elementary school divisions to promote student academic engagement, emotional well-being, and positive social functioning. The Behavior Interventionist plays a critical role in fostering a safe, inclusive learning environment by supporting students with behavioral challenges and equipping staff with effective intervention strategies. This role will primarily focus on students in Tier 1 and Tier 2 of MTSS with some overlap with students in Tier 3.

Responsibilities

The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.

Behavioral Support & Intervention

• Deliver tiered behavioral supports aligned with MTSS frameworks, based on the intensity of student need.
• Monitor, track, and adjust behavior interventions through consistent data collection and progress review.
• Implement and manage individualized Behavior Intervention Plans (BIPs) for students demonstrating consistent behavior challenges.

Collaboration with Teachers, Parents, and other Service Providers

• Partner with classroom teachers to implement proactive classroom behavior strategies and effective management techniques.
• Provide individualized coaching and professional support to staff around student regulation, intervention strategies, and relationship-building practices.
• Prepares and disseminates professional resources according to student need
• Prepares and delivers information sessions for parents as well as teaching staff as needed
• Collaborates with related (internal/external) services providers

Professional Development

• Support and deliver professional learning for staff on behavior management strategies, trauma-informed practices, and restorative approaches.
• Contribute to a schoolwide culture of continuous learning and proactive student support.

Crisis Intervention & De-escalation

• Respond to escalated student behaviors using trained de-escalation techniques to ensure student and staff safety.
• Support students in regaining emotional regulation and returning to learning environments.
• Provide on-the-ground support to staff during behavioral incidents when needed.

Data Collection & Analysis

• Collect and analyze student behavior data (e.g., frequency, duration, antecedents/triggers) to inform intervention design and schoolwide trends.
• Collaborate with the Student Support Team and grade-level teams to develop and review behavior goals and action plans.
• Maintains updated and accurate student files which adhere to high-levels of confidentiality - Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers

This is a proactive, student-centered, and collaborative role—aimed at ensuring that all students, particularly those with behavioral needs, receive the targeted support they need to thrive both socially and academically. This position will primarily focus on supporting students in Tiers 1 and 2, with occasional collaboration for students in the Intensive Support Program. The role involves working closely with homeroom teachers, specialists, divisional administrators, parents, and SSD stakeholders to implement classroom-based behavioral interventions

Other Duties as assigned by the SSD Coordinator or Director.

Position Requirements

• Minimum 12 years of experience working with children who display social, emotional, and behavioral challenges
• Exceptional interpersonal communication and professional collaboration skills
• Must demonstrate flexibility, strong work habits, and a positive attitude
• Strong organizational skills and excellent command of the English language
• Proficiency in using computers and other forms of technology
• Strong references and attendance record

Qualifications

Required

• Prior experience working as a behavioral interventionist, special education teacher, school counselor, or psychologist
• Minimum 12 years of experience working with children who have identified behavioral and/or thinking and learning differences.
• Accredited University four year degree or Master's degree in teaching, psychology, social work, counseling, or a related field.

Preferred

• Teaching Certification from an accredited educational institution (or related/equivalent professional area)
• Current Special Education Teaching License, School Counselor, or Psychologist (and/or certification in related professional area)
• Knowledge and/or experience providing intensive social-emotional/behavioral support within an MTSS/RtI Model

Contacts

• Other Stamford Teaching and Non-Teaching Staff
• Parents and Students
• PTA

Working Conditions

• School Environment
• Working hours 8am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings
• School holidays are paid and free except staff days and training days (please refer to the website to see the school calendar with school holiday dates)

Terms of Employment

• Medical Benefits: Medical insurance provided where applicable
• Sick Leave/Hosp: 60 days hospitalization leave including 14 days sick leave
• Probation Period: 3 months from date of commencement
• Referee request: Required
• Background Check: Required

Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford’s parent organization.

We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.

Please note that only shortlisted candidates will be notified.