JobID:

10940

Position Type:

Support Professional Employees/Paraprofessional, Special Education Date Posted:

8/25/2026

Location:

District Office Closing Date:

Open Until Filled Itinerant Preschool Classroom & Behavior Support Specialist Position Purpose The Itinerant Preschool Classroom & Behavior Support Specialist provides flexible, hands-on, and targeted behavioral and classroom support across multiple district locations for preschool students (ages 3 to 5). Operating under the direct supervision and guidance of the Preschool Director and Psychologist, this dual-function role serves to maintain classroom continuity, safety, and engagement. The specialist provides direct behavioral interventions—such as implementing Behavior Intervention Plans (BIPs) and collecting data—while also possessing the flexibility to lead classroom activities and routines. This enables classroom teachers to step away to provide targeted one-on-one interventions, or vice versa, ensuring a safe, supportive, and inclusive learning environment for all students.

Essential Functions Direct Behavioral Support & Intervention Implements Behavioral Support:

Executes positive behavior support plans (PBIS) and individualized intervention strategies (IEPs/BIPs) under the direction of the Preschool Psychologist.

De-escalation & Safety:

De-escalates challenging behaviors using approved positive behavioral intervention strategies, prioritizing the physical and emotional safety of the student and others.

Data Collection:

Collects accurate, objective behavioral data (e.g., frequency counts, ABC data, duration logs, classroom climate observations) to assist the Preschool Psychologist in monitoring student progress and adjusting BIPs.

Capacity Building:

Models behavioral interventions, visual supports, and positive reinforcement techniques (e.g., visual schedules, token boards, social stories) for classroom teachers and paraeducators.

Classroom Management & Continuity Instructional & Routine Leadership:

Leads classroom routines (e.g., circle time, small group activities, centers) and implements lesson plans to maintain classroom flow while the primary teacher directly manages behavioral crises or co-regulates individual students.

Group Management:

Supervises and engages the larger student group during transition periods, outdoor play, meal/snack times, and bus arrivals/departures to proactively prevent and manage behavioral triggers.

Personal Care & Daily Routines:

Assists individual students or the larger group with personal care needs (e.g., toileting, diapering, handwashing, feeding) during routine activities or behavioral events.

Collaboration & Communication Multi-Site Support:

Travels daily or weekly to assigned preschool sites to provide dynamic classroom and targeted behavioral support.

Team Communication:

Communicates regularly with the Preschool Psychologist, classroom teachers, and site administrators to share observations, data, schedules, and student progress.

Confidentiality:

Maintains strict confidentiality regarding student files, behavioral records, and family information. Additional Duties Assists pupil services staff, guidance personnel, or building administration with classroom and behavior-related tasks as needed. Performs other related duties as assigned by the Preschool Psychologist or Program Administrator.

Note:

The tasks and responsibilities listed above are illustrative and not meant to be all-inclusive. Equipment & Technology Uses standard office equipment (computers, copiers). Utilizes digital tablets, software, or specialized apps for real-time behavioral data tracking, data entry, and communication.

Knowledge, Skills, and Abilities Behavioral Interventions & Awareness:

Knowledge of positive behavior supports (PBIS), early child development, and techniques for de-escalating challenging behaviors in 3- to 5-year-olds.

Classroom Management & Collaboration:

Ability to independently lead a group of preschool children in structured activities, quickly adapt to different teaching styles, and take direction seamlessly in high-priority situations.

Data Collection:

Ability to objectively observe, record, and report student behavior and classroom climate data accurately.

Flexibility & Adaptability:

Ability to transition smoothly between different school environments, classroom dynamics, and staff teams throughout the week.

Communication & Relationship Building:

Strong verbal and written communication skills; ability to build compassionate, trust-based relationships with young children with diverse special needs.

Mobility & Physical Stamina:

Valid driver's license and access to reliable personal transportation to travel between sites. Physical ability to lift up to 40 pounds, bend, kneel, sit on the floor, and move quickly to keep pace with active preschoolers and maintain safety.

Work Environment Multi-Site Environment:

Works across various preschool classrooms, playgrounds, and district school buildings.

Travel Required:

Frequent travel between district locations is a core requirement.

Physical Demands:

Highly active position requiring sitting on the floor, bending, running/moving quickly for safety, supervising outdoor activities, and maintaining a high-energy presence.

Qualifications Education:

High School Diploma or equivalent required. Coursework in Early Childhood Education, Child Development, Psychology, or Special Education is highly preferred.

Age Requirement:

Must be 18 years of age or older.

Transportation:

Must possess a valid driver's license and active auto insurance. Certifications (Preferred): Registered Behavior Technician (RBT) certification or crisis prevention/de-escalation training (e.g., CPI) is a major plus (or willingness to complete district-provided training). Employment Details FLSA Status Non-Exempt Contract 24 hours per week Classification Support Professional Salary Schedule Support Professional Salary schedule Level O1