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Behavior Specialist

Date Posted: Jul 24, 2020

Job Description

Job Title

Position Title: Behavior Specialist

Location: Fisher Building 

Salary: DFT Salary Schedule

Reports to: Senior Executive Director of Exceptional Student Education

Bargaining Unit:

Benefits Eligible: Yes

Position Summary: Behavior Specialists work collaboratively as a member of the ESE team to improve the educational outcomes of children by: providing additional support for school personnel in the development of  Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP), providing recommendations for IEP determinations and programing decisions and by providing recommendations of evidenced based behavior strategies, interventions, and best practices  as part of a student’s support system.  Behavior Specialists provide resources, training and support in order to build district capacity for educating students.

Minimum Qualifications

  • Must possess and provide evidence of a minimum of a Master´s Degree and a valid Teaching Certification or state approval as a School Psychologist or School Social Worker
  • Must have a minimum of five (5) years of successful certified teaching experience, three (3) of which must be in special education or five (5) years successful employment in a related service support position (e.g. School Social Worker, School Psychologist or Teacher of the Speech and Language Impaired); Experience with providing instructional or service support for students.
  • Demonstrated knowledge of current behavior research and best practices to support student success.
  • Training and experience with applying evidence-based practices in the development of functional behavioral assessments and behavior intervention plans.
  • Training and experience with data collection and analysis methods, including a range of observational techniques and interviewing strategies.
  • Capacity to design and implement comprehensive and individualized behavior intervention plans;
  • Must be able to solve practical problems and deal with a variety of unpredictable situations.
  • Demonstrated collaboration, consultation, and group facilitation and process skills
  • Knowledge of theoretical and scientific basis for a Response to Intervention/ Multi-Tiered Systems of Support (RtI/MTSS) model, to support the needs of students with an autism eligibility in the areas of academics and behavior;
  • Working knowledge of positive behavior intervention supports (PBIS) evidence-based strategies and interventions to support students.


Essential Functions

  1. Provide additional support and consultation to school-based support teams in the development of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP);
  2. Provide additional support and consultation to school-based support teams by participating in IEP Team meetings, Manifestation Determinations and Behavior Review and Support meetings.
  3. Provide additional support and consultation for classroom teachers/teams and school personnel on behavior reduction, classroom management, crisis intervention and skill acquisition as a part of a student’s supports system or Behavior Intervention Plan.
  4. Provide support, consultation, and recommendations to evaluation and IEP teams with eligibility determinations, LRE determinations, and other programming decisions.
  5. Develop and facilitate workshops/professional development on a variety of behavior management techniques and related social skills and on the utilization and implementation of evidence-based strategies and interventions, best practices, PBIS and START programming.
  6. Provide additional support for classroom teachers/teams by providing recommendations of strategies and interventions for students exhibiting challenging behaviors in the classroom that disrupt their learning and others.
  7. Participate in a local system of training and support to provide school leadership teams with the highest quality professional development leading to changes in systems and practices and improved student outcomes.
  8. Meet the needs of all students effectively by working in collaboration with other disciplines.
  9. Fulfill other duties and responsibilities as assigned.


Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.


External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.


Method of Application:

Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.

Successful candidates are required to submit official transcript(s) at point of offer to hire. Teaching service outside of the Detroit Public Schools Community District must be verified by the applicant's prior employer(s) prior to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.

Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.

DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, transgender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions opportunities. Contact the Civil Rights Coordinator for more information at (313) 240-4377 or




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