1802 Positive Behavior Support Consultant


TITLE Positive Behavior Support Consultant




IMMEDIATE SUPERVISOR Director, Agency for Teaching, Leading and Learning


The primary duty of the Positive Behavior Support Consultant is to provide professional development training and technical assistance related to implementing schools’ improvement plans, especially those efforts that result in instructional improvement through behavior management strategies contributing to increased academic achievement for all students.  The Positive Behavior Support Consultant provides tailored training to identified school districts and/or schools based on school and/or building improvement plans and coaches teachers and staff concerning behavior management strategies as schools implement those plans.   The Positive Behavior Support Consultant assists schools and/or districts by providing or coordinating professional training within the district or regional area, developing in-district trainers for training modules created through the Missouri Division of Special Education (DSE), demonstrating quality implementation of instructional, behavioral, and ongoing evaluation techniques and strategies to school staff members, and consulting and coaching staff in their implementation of such techniques and strategies.


Education: A Master’s degree in Education or a related area is required.  

Experience: Five years experience as a professional educator is required.  Knowledge and experience analyzing standardized assessment data related to students with disabilities are required.  Knowledge and experience in implementing positive behavior supports in a PreK-12 setting are required. Successful experience collaborating in a variety of teaming opportunities is required.  
Skills:    Skill in presenting information through professional development activities is required.  Strong oral and written communication skills, excellent interpersonal skills, and organizational skills, particularly in planning, are required.  Computer literacy is required.  The ability to establish rapport and effective working relationships with department staff, local school district personnel, and Regional Professional Development Center staff is required.  Knowledge of research-based effective teaching strategies for general education and special education are required.  Knowledge of professional development practices to improve student performance is required.  A demonstrated knowledge of and background in the implementation of tiered instructional and/or behavioral models is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.

Other: The nature of the position frequently requires attendance at evening and/or weekend activities, including national, state, and local conferences and meetings.  Travel is necessary.  This position transports a laptop, a projector, and quantities of informational brochures unassisted to professional development sessions located both on- and off-campus.


1. Helps schools implement and institutionalize effective practices for improving student performance by providing technical assistance and on-going coaching and mentoring services, in concert with special education consultants and other Agency for Teaching, Leading and Learning staff, to schools with priority needs as based on the Division of Special Education (DSE) identification and through regional collaborative data review.

2. Serves as the regional trainer by coordinating and delivering special education professional development including modules developed by the DSE and customized trainings as needed and requested by regional schools in Core Training Areas: Measurable Goals and Objectives, IEP Meeting Facilitation, Problem-Solving, Quality Eligibility Determination, Differentiated Instruction (I & II), Effective Instructional Practices, and Self-determination.  

3. Serves as a “specialist” in at least one area of professional development knowledge by obtaining additional training and specific credentials as needed and delivering that training to a larger multi-region area, such as autism, early childhood special education (ECSE), Positive Behavioral Interventions & Supports (PBS), Co-teaching and Collaboration, Curriculum-Based Measurement (CBM), Least Restrictive Environments (LRE), and Differentiated Instruction for Career and Vocational Education.  

4. Provides support and services to schools identified as having priority needs as a regional team member by serving DESE-designated Priority Schools, providing and/or facilitating technical assistance to schools as a result of corrective actions required from the DSE monitoring report, referring districts to the Compliance Section in DSE for services regarding compliance requirements, developing content for technical assistance documents and/or WEB documents, developing additional training modules, assuring that professional development provided is aligned with the building/district improvement plans and meets the NCLB requirements of high quality professional development, acting as a resource for in-district trainers and providing additional resources and assistance for in-district training, and monitoring, reporting, and
suggesting professional development areas of need for personnel working with children/students with disabilities.  

5. Shares expertise by collaborating with colleges and universities in the region regarding embedding DESE-developed modules in the content of undergraduate and graduate courses which prepare teachers and administrators for working with students with disabilities.

6. Assures communication and documentation of work performed by providing a monthly log, quarterly school case files, and appropriate data to DSE.

7. Advises the faculty member serving in the role of Director, Agency for
Teaching, Leading and Learning and other senior administrators on the status of
ongoing programs and projects by preparing and presenting reports to the Director,
Agency for Teaching, Leading and Learning and a variety of advisory groups.

8. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

9. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required.  

10. Contributes to the success of the Agency for Teaching, Leading and Learning by performing all other duties as assigned.


The Positive Behavior Support Consultant is supervised by Director, Agency for Teaching, Leading and Learning and generally exercises no supervision of others.