K-1 Behavioral Specialist

The Opportunity

Kearsley Community Schools is seeking an experienced, student-centered Behavioral Specialist who will support our mission of creating safe, inclusive, and engaging learning environments for all students. The ideal candidate will be skilled in supporting positive behavior interventions and leading restorative practices that strengthen relationships and school culture.

Responsibilities:

• Provide building assistance with proactive behavior supports, responding to student behavior utilizing restorative practices and de-escalation strategies.
  
   
• Assist staff in implementing Positive Behavioral Interventions and Supports (PBIS) and schoolwide expectations.
  
   
• Lead and support restorative practices, including circles and conflict resolution sessions
  
   
• Develop and support behavior support plans for individual students through collaboration with teachers, support staff, and administration.
  
   
• Conduct classroom observations to identify trends, strengths, and opportunities for improved practices.
  
   
• Help develop professional development sessions related to SEL, behavior, and restorative approaches.
  
   
• Partner with families to support attendance, student behavioral and social-emotional success.
  
   
• Maintain documentation and data related to behavior trends, SEL lessons delivered, and intervention effectiveness.
  
   
• Serve as an active member of the district's restorative practice and MTSS teams, contributing to schoolwide culture and systems work

Qualifications

Required:

• Ability to build strong relationships with students, staff, and families
• Bachelor's degree in Education, School Counseling, Social Work, or related field
• Experience as a classroom teacher or school administrator
• Demonstrated understanding of effective behavior management practices
• Strong communication skills

Preferred:

• Master's degree in Education, Behavioral Intervention, Social Work, or a related area
• Experience with restorative practices
• Experience with PBIS, MTSS, trauma-informed approaches, and schoolwide culture work
• Experience supporting early elementary-aged students