Behavioral Specialist - 10 Month

As a Behavioral Specialist at Memphis-Shelby County Schools, your primary responsibilities include preventing and managing disruptive behaviors among students. You will assist in providing behavioral services to students and families, work closely with educational staff to enhance classroom management skills, coordinate diagnostic and therapeutic services, and provide crisis counseling when necessary. Your efforts will contribute to a positive educational environment for more than 110,000 students.

To qualify for the Behavioral Specialist position with Memphis-Shelby County Schools, you need a bachelor's degree in school psychology, social work, or a related field, along with at least two years of relevant experience. Additionally, having a valid state driver's license is required. Proof of education and experience will be necessary for your application.

A Behavioral Specialist plays a critical role in enhancing student outcomes at Memphis-Shelby County Schools by implementing effective behavior management strategies and interventions. By working directly with students, families, and educational staff, you help create a nurturing environment that addresses behavioral challenges, ultimately leading to improved academic performance and emotional well-being for students throughout the district.

As a Behavioral Specialist at Memphis-Shelby County Schools, you will receive ongoing support, including collaboration with a dedicated team of educators and professionals. Regular meetings will provide a platform for sharing ideas, challenges, and solutions. You'll also have access to professional development opportunities to enhance your skills and effectiveness in this important role.

Memphis-Shelby County Schools is committed to education transformation and values the contributions of dedicated professionals like you. Working with us means being part of a team that prioritizes student success, equity, and innovative educational practices. You'll have the chance to make a substantial impact on over 110,000 students and their families, ensuring that every child can achieve their potential.

When addressing disruptive behavior, I prioritize understanding the root causes by conducting one-on-one conversations with students. Establishing rapport allows me to tailor interventions effectively. Collaborating with educators on proactive strategies, I emphasize preventive measures to foster a positive learning environment while implementing corrective action as needed.

In my previous role, I frequently handled crisis situations by remaining calm and assessing the immediate needs of the student involved. I used de-escalation techniques and provided support to stabilize the environment. I believe in prioritizing safety, followed by developing an action plan in collaboration with the teaching staff to address underlying issues.

Data is crucial in my role as it helps identify patterns and measure the effectiveness of interventions. I utilize data to evaluate whether strategies are yielding positive behavioral changes while making necessary adjustments to improve outcomes. This data-driven approach ensures that I remain focused on achieving measurable results for students.

I believe in maintaining open lines of communication with families, keeping them informed and involved in their child’s behavioral support plan. I host regular meetings and workshops to educate them on effective strategies at home and encourage collaboration. Building a partnership with families is essential to create a consistent approach that promotes positive behavior.

To foster effective classroom management, I promote positive behavior reinforcement and clear expectations. I engage in proactive classroom design, utilizing seating arrangements and routines to reduce distractions. Collaboration with teachers to embed these strategies into their practice builds a cohesive approach that supports a conducive learning environment.

In my last position, I implemented a peer mentoring program for students struggling with behavioral issues. By pairing them with trained peers, we saw a significant reduction in disruptions. The positive social interaction created a supportive atmosphere and fostered personal growth among all participants, reinforcing the idea that collaborative support drives success.

I prioritize continuous learning by attending professional development workshops, webinars, and conferences in the fields of behavioral health and education. I regularly read research articles and network with fellow professionals to exchange insights, ensuring I can implement the latest, evidence-based strategies in my practice.

In a multi-tiered intervention system, I would assess student needs at different levels—universal, targeted, and intensive. My approach involves collaboratively working with school staff to identify students at risk and layering interventions based on their requirements. Monitoring progress at each level ensures that we adapt our strategies effectively to support every learner.

I anticipate facing challenges related to resource availability and varying student needs. This requires me to be resourceful, adaptable, and collaborative with staff and community resources. By recognizing these challenges, I can develop creative solutions and advocate for additional support when necessary to enhance our services.

I measure my success through a combination of qualitative and quantitative data. I track improvements in student behavior through incident reports and academic performance indicators while soliciting feedback from students, families, and teachers. Celebrating small victories and analyzing trends helps refine my strategies for lasting change.