K-4 Elementary Behavior Technician

K-4 Elementary Behavior Technician

Saydel Community School District Cornell Elementary - Des Moines, Iowa Open in Google Maps

Job : 5912693
Final date to receive applications: Posted until filled
Posted: Sep 02, 2026 3:18 PM (UTC)

K4 Elementary Behavior Technician

Department: Elementary Education / Student Services
Reports To: Building Principal and/or Designee
Work Schedule: Hourly, School-Year Position
FLSA Status: Non-Exempt

Position Summary

The K4 Elementary Behavior Technician provides direct support to students and staff in managing challenging behaviors and promoting a safe, supportive, and productive learning environment. The Behavior Technician works collaboratively with classroom teachers, administrators, counselors, special education staff, and other student-support personnel to assist students in developing appropriate behavioral and emotional regulation skills.

The Behavior Technician will respond to student behavior concerns, provide support during periods of dysregulation, assist with the temporary removal of students from the classroom when appropriate, supervise students while outside the classroom, utilize RULER tools and other approved strategies to support emotional regulation and de-escalation, and facilitate the student's successful return to the classroom.

The position emphasizes relationship-building, de-escalation, emotional regulation, skill development, and successful reintegration into the learning environment rather than punishment or exclusion.

Essential Duties and Responsibilities

Student Behavior Support

• Respond to requests for behavioral assistance from classroom teachers and other school staff.
• Provide immediate, calm, and supportive intervention when students are experiencing behavioral or emotional difficulties.
• Assist students in identifying and communicating emotions, needs, and concerns.
• Utilize developmentally appropriate strategies to help students regulate emotions and behavior.
• Build positive relationships with students and serve as a consistent, supportive adult.
• Reinforce appropriate behaviors, problem-solving skills, and positive decision-making.
• Support students in developing skills that can be transferred back to the classroom and other school settings.

De-escalation and Regulation

• Utilize RULER tools and strategies to assist students with identifying, understanding, and regulating emotions.
• Provide students with appropriate opportunities to calm, regulate, and process following behavioral incidents.
• Use proactive and preventative strategies to reduce escalation when possible.
• Maintain a calm, respectful, and supportive demeanor during challenging situations.
• Follow district and building procedures regarding student safety, crisis response, and behavioral intervention.
• Seek assistance from administration and/or designated staff when student behavior presents a safety concern or exceeds the employee's role or training.

Classroom Removal and Supervision

• Assist with the temporary removal of students from the classroom when directed by a teacher, administrator, or designated student-support staff member.
• Escort or accompany students to an identified behavior-support or regulation space.
• Supervise students while they are outside the general education classroom.
• Maintain appropriate supervision and ensure student safety at all times.
• Provide students with structured opportunities to regulate, reflect, and process their behavior.
• Avoid using removal from the classroom as a punitive measure and work toward the student's return to instruction as soon as reasonably appropriate.

Student Re-Entry and Restoration

• Support students in processing the incident and identifying strategies for successful re-entry.
• Help students understand the impact of their behavior and identify more appropriate responses for future situations.
• Facilitate restorative conversations when appropriate and within the employee's training and role.
• Communicate with the classroom teacher regarding the student's readiness to return.
• Assist the student in successfully transitioning back to the general education classroom.
• Provide follow-up support as appropriate to help prevent repeated behavioral…