Early Childhood Behavior Interventionist

Position Summary

The Early Childhood Behavioral Interventionist provides individualized and tiered behavioral supports for young learners using developmentally appropriate, research-based practices aligned with PBIS and MTSS frameworks. This role responds to student behaviors in real time, implementing and adjusting strategies in alignment with individualized behavior plans to ensure consistency and effectiveness. The Behavioral Interventionist proactively supports students during transitions, routines, and unstructured times while contributing to schoolwide SEL and restorative practice initiatives. Responsibilities also include collaborating with staff and families, maintaining behavior data, participating in problem-solving meetings, and helping maintain a safe, structured, and positive school environment.

Position Overview

The Early Childhood Behavior Intervention Specialist provides prevention-focused and responsive behavioral support aligned with PBIS and MTSS frameworks. This role emphasizes early intervention, restorative practices, data-informed decision-making, and collaborative problem-solving to ensure a safe, predictable, and developmentally appropriate learning environment.

Key Responsibilities

Prevention & Early Intervention

Provide individual behavior interventions for young children
Use best practices in early childhood education to support positive behavior
Support children during transitions, routines, and unstructured times
Implement Tiered interventions aligned with PBIS and MTSS frameworks
Participate in SST, MTSS, PBIS, and EWIMS meetings
Make proactive phone calls home to support student success.
Contribute to our schoolwide SEL (Social Emotional Learning) reinforcement model.
Maintain SWIS behavior data and ensure its availability by key reporting dates.
Lead and support paraeducators during lunch to maintain a safe, structured environment
Implement and monitor restorative practice supports as part of the school’s behavioral support framework.
Collaborate with the Student Support Specialist to ensure continuity and fidelity of behavioral supports for students.

Classroom Collaboration

Partner with teachers to implement consistent, developmentally appropriate behavior supports
Model positive behavior strategies and calming techniques in classroom settings
Assist with classroom environment setup to promote predictability and engagement

Student Supervision

Provide active supervision during lunch and recess
Supervise lunch tables if staffing is limited
Support afternoon recess and high-traffic transition times to encourage positive behavior
Address and investigate student conflicts, including reviewing video footage when needed

Family Collaboration

Communicate with families to share strategies and reinforce consistent expectations
Support families with developmentally appropriate behavior guidance
Participate in meetings with families as needed

Data Collection & Documentation

Collect observational data and monitor student progress
Document interventions and outcomes
Use data to guide instructional and behavioral decision-making

Qualifications

Required

Associate’s or Bachelor’s degree in early childhood education, child development, psychology, social work, or related field
Experience working with young children in educational or early learning settings
Knowledge of early childhood development and positive behavior support practices
Strong relationship-building and communication skills
Physical ability to stand for extended periods of time, bend, twist, kneel, sit on the floor, and move quickly as needed to ensure student safety
Ability to interact effectively and safely with young children in both structured and unstructured settings

Preferred

Training in PBIS, MTSS, or early childhood behavior interventions
Experience supporting children with social-emotional or behavioral needs
Experience in school-based or early learning environments

Skills & Competencies

Developmentally appropriate and play-based intervention strategies
Trauma-informed and culturally responsive practices
Patience, empathy, and emotional attunement
Collaboration and problem-solving skills
Ability to lead within structured systems while maintaining flexibility

Why Join Our Team?

Opportunity to make early, meaningful impact in students’ developmental trajectories
Collaborative support systems rooted in PBIS and MTSS
Commitment to restorative practices and SEL
Team-oriented culture focused on proactive, prevention-based support

If you are passionate about early intervention, relationship-centered practice, and building systems that support positive behavior, we encourage you to apply.

TO APPLY: Please visit our website at www.charlotteorioles.com and complete an online application.

Charlotte Public Schools complies with all state and federal laws and regulations prohibiting discrimination and with all regulations of the U.S. Department of Education. It is the policy of Charlotte Board of Education that no person on the basis of race, color, religion, national origin, ancestry, age, sex, marital status, height, weight, or handicap shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to discrimination in any program or activity for which it is responsible.