Assistant Director of Special Education-Behavior Support 2026-2027

CATEGORY: Administrative

TITLE: Assistant Director of Special Education-Behavior Support

JOB DESCRIPTION:

The Assistant Director of Special Education Behavior Support is responsible for leading the districts behavioral systems of support within special education. This role strengthens Multi-Tiered Systems of Support for Behavior (MTSS-B) ensures fidelity of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) and enhances staff capacity to meet the behavioral emotional and regulatory needs of students with disabilities. This position collaborates with school-based teams mental health professionals and families to reduce disproportionality in discipline and ensure supportive legally compliant behavior practices.

QUALIFICATIONS:

1. Masters degree in Special Education Psychology Behavioral Science or related field
2. Valid Arizona Administrative Certificate or ability to obtain
3. Extensive experience with FBAs BIPs and behavior-focused special education programming
4. Familiarity with legal requirements related to discipline manifestation determination and behavioral support plans

Preferred Qualifications

• BCBA or related behavioral certification (preferred but not required)
• Experience leading multi-tiered behavioral supports at the school or district level
• Strong facilitation and coaching skills for both classified and certified staff
• Ability to manage complex student needs with compassion cultural awareness and legal compliance

ESSENTIAL FUNCTIONS: (Essential functions as defined under the Americans with Disabilities Act may include any of the following tasks knowledge skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all duties and responsibilities performed by incumbents of this class.)

DUTIES AND RESPONSIBILITIES:

Behavioral Systems & Student Support

• Provide districtwide leadership on the implementation of tiered behavioral supports for students with disabilities including restorative trauma-informed and preventive strategies.
• Ensure consistency and quality in the development of FBAs and BIPs across schools.
• Monitor behavior data trends to identify disproportionality ensure compliance and inform professional learning.
• Collaborate with school psychologists counselors social workers and behavior specialists to ensure timely and responsive student support.
• Provide direct consultation for complex behavior cases and placement transitions.

Staff Capacity & Professional Learning

• Design and lead professional development on positive behavior supports classroom management and trauma-sensitive practices.
• Support school leaders and special education teams in implementing behavior supports with consistency and legal fidelity.
• Coach site-based staff on building classroom and schoolwide structures that support regulation inclusion and access to learning.

Cross-Functional Collaboration

• Partner with the Director of Special Education and Assistant Director of Compliance to align documentation placement and support systems.
• Collaborate with general education MTSS leaders to ensure integration of behavioral supports across all tiers.
• Coordinate with legal counsel on behavior-related issues impacting student placement manifestation determinations or disciplinary procedures.

Data Monitoring & Improvement

• Use behavior data systems (e.g. SWIS Synergy) to monitor trends and address site-level challenges.
• Track outcomes of BIPs and recommend strategies to increase effectiveness and reduce disciplinary removals.
• Lead root cause analysis of behavior-related disproportionality by race disability category or site.

WORKING CONDITIONS:

The Assistant Director of Special Education Behavior Support works in a professional district office and school-site environment. The position requires frequent collaboration with district leadership school administrators special education teams mental health professionals and families. Work is primarily performed during standard business hours; however extended hours may be required to support crisis response behavior-related meetings professional development or student placement transitions. The role requires regular use of computers behavior data systems and documentation platforms. Travel between the district office and school sites is expected and may include visits to classrooms support programs and meetings related to student behavior and intervention planning.

PHYSICAL EFFORT:

The physical demands of this position are moderate and consistent with an administrative role that includes frequent school-site engagement. The employee must be able to sit for extended periods for documentation data analysis and planning as well as stand and walk during classroom observations meetings and training. The role may require moving between classrooms or campus locations and occasional bending reaching or lifting of materials such as files instructional resources or technology equipment weighing up to approximately 20 pounds. Clear verbal communication sustained visual attention and the ability to respond calmly and effectively in emotionally charged or high-stress situations are essential.

WORK YEAR: 12 months

DEPARTMENT/SCHOOL: Student Support Services

SALARY: Commensurate with experience (aligned to district administrative salary schedule)

REPORTS TO: Director of Special Education

EVALUATION: Administrative Evaluation

SUPERVISES: May supervise clerical staff

Please note that the closing date for this posting may be changed at any time without prior notice

Required Experience:

Director