Itinerant Behavior Support Liaison

Job Description

Position

Description:

The Itinerant Behavior Support Liaison provides direct instructional and behavioral support to students with significant behavioral challenges who exhibit aggressive or unsafe behaviors that interfere with learning. This position supports students requiring intensive behavioral intervention, including those who may demonstrate behaviors such as hitting, kicking, biting, or other actions that place themselves or others at risk of harm.

Under the direction of the special education teacher and other appropriate district staff, the Itinerant Behavior Support Liaison works directly with students to implement individualized behavioral supports, provide structured instructional assistance, and help maintain safe learning environments. Individuals in this role collaborate closely with school staff to implement effective behavior strategies and support student success.

This position may support multiple schools and students throughout the school year based on district needs. Assignments may change during the school year, and individuals must demonstrate flexibility and the ability to quickly establish effective supports in new school environments. Individuals in this role receive specialized training in behavior intervention, Crisis Prevention Institute (CPI), and other relevant behavioral support practices.

The mission of the Itinerant Behavior Support Liaison is to support students with intensive behavioral needs in developing the skills necessary to safely and successfully participate in school environments. Through the implementation of evidence-based behavior supports, collaboration with school teams, and consistent intervention strategies, this role helps create safer classrooms while supporting school staff in meeting the needs of students with complex behavioral challenges.

School Principal

• Provide direct instructional and behavioral support to students with intensive behavioral needs.
• Implement individualized behavior supports, Crisis Safety Plans, and strategies designed to improve student safety, engagement, and learning under the direction of the special education teacher and other appropriate school staff.
• Utilize de-escalation strategies and positive behavior supports to prevent and respond to challenging behaviors.
• Assist in maintaining structured and predictable environments that support student success and meaningful progress.
• Collaborate with special education teachers, school administrators, behavior specialists, and related service providers to support student needs.
• Collect and maintain accurate documentation related to student behavior, progress monitoring, and intervention implementation.
• Support school staff in implementing consistent behavioral strategies when appropriate.
• Maintain flexibility to work in various school settings and classroom environments across the district.
• Report regularly and punctually to assigned work locations.
• Maintain professional communication with school staff and parents regarding student progress and needs under the direction of the special education teacher.
• Participate in professional development related to behavior support, crisis intervention, instructional strategies, and other areas as required by the district.
• Comply with all federal and Louisiana laws and district policies related to student safety, special education, and educational practices.
• Assist in maintaining safe learning environments for students and staff.
• Perform additional duties as assigned by school administration or district staff.

• Strong commitment to supporting students with complex behavioral needs.
• Ability to remain calm, patient, and solution-focused in challenging situations.
• Strong relationship-building skills with students and school staff.
• Confidence in implementing consistent behavioral expectations and interventions.
• Flexibility and adaptability when working in different school environments.
• Belief that students exhibiting challenging behaviors can learn and develop new skills with appropriate supports.
• Commitment to professional development in the role.
• Receptive to constructive feedback from supervising staff and collaborating professionals.

Successful candidates will demonstrate and/or possess:

• Bachelor’s degree (required).
• Teaching certification from BESE/LDOE (preferred but not required).
• Experience working with students with behavioral challenges, special education needs, or alternate learning environments (strongly preferred).
• Ability to implement behavior intervention strategies and maintain consistent expectations.
• Strong communication and collaboration skills.
• Ability to remain calm and exercise sound judgment in high‑stress situations.
• Strong organizational and documentation skills.
• Willingness to receive and maintain training in behavior intervention and crisis management strategies.
• Ability to adapt to different school environments and student needs.