Behavioral Support & Intervention Specialist

MT. BLUE REGIONAL SCHOOL DISTRICT - RSU 9
227 MAIN STREET, FARMINGTON, ME 04938
Phone  Fax

“Working together to provide high-quality educational opportunities for all.”

CHESTERVILLE - FARMINGTON - INDUSTRY - NEW SHARON - NEW VINEYARD - STARKS TEMPLE - VIENNA - WELD - WILTON

School Year 2026- 2027

The Behavioral Support & Intervention Specialist is a compassionate, relationship-centered educator who helps create a safe, supportive, and restorative school culture working directly with students and staff. This role bridges behavior systems, social-emotional learning, and restorative practices to ensure that all students feel seen, supported, and empowered to thrive both academically and socially.

• 90 credits of approved study or completion of an approved alternate certification pathway.
• Ed Tech III certification from Maine DOE / CHRC (Fingerprinting Approval)
• BHP Certification (optional/will provide training)
• Safety Care Certification (will provide training)
• Restorative Practice experience (desired)

• Maine DOE
  - Ed Tech III Certification

• Behavioral Support & Leadership
  • Restorative Practice:
    Initiate model, and facilitate restorative circles, conferences, and mediations for conflict resolution, community building, and repairing harm.
  • Coordinate Tiered Behavioral Supports (MTSS/BARR):
    Collaborate with staff and administrators to develop, monitor, and use data for Tier 1-3 behavioral interventions, focusing on proactive support to reduce referrals.
  • Student Support:
    Partner with administration, students and families to create and track individualized behavior/support plans aligned with restorative values, ensuring consistency across the school.
  • Crisis Response:
    Support restraint and/or seclusion events as appropriate, and engage in regular debriefing sessions.

• Support Staff:
  Provide ongoing support to teachers and paraprofessionals on behavior management, trauma-informed strategies, and positive classroom culture. Works collaboratively with teachers, BCBA & administration to develop and implement behavior plans.
• Communication & Direction:
  Maintain close communication and meet regularly with the Principal and BCBA for instruction, direction, and reporting on behavior implementation, data collection, and analysis.

• Reporting & Information:
  Inform the Principal, BCBA, or guidance counselor of any problems or special information regarding individual students. Report to the Principal if unable to resolve a conflict with a colleague.
• Student Supervision:
  Carry out assigned duties related to student supervision (e.g., recess, lunch, boarding buses, class trips).
• Professionalism:
  Maintain a high level of ethical behavior, confidentiality, and professionalism in following all school district policies, rules, and team standards.
• School Operations:
  Follow all necessary time clock procedures; substitute for other support staff when requested.
• General Duties:
  Carry out other duties and responsibilities as assigned by the building Principal.
• Growth:
  Participate in assigned training programs.

• 90 credits of approved study or completion of approved alternate certification pathway.

• Experience preferred, but will train the right candidate.

• Elementary Schedule
• School Year + 4 days (183 days)

• Travel between schools or district buildings may be required for certain positions

Building Principal

As determined annually by the District.

Completed annually by Principal or their designee

Non-exempt

The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.