DC - Director of Behavioral Services

Job DetailsJob Location: The Childrens Guild DC Public Charter School - Washington, DC 20018Position Type: Full TimeEducation Level: Graduate DegreeSalary Range: $95,000.00 - $115,000.00 SalaryTCGDC’s mission is to prepare general education and special needs students for college, career readiness, and citizenship in their community by providing: 



Personalized, supportive educational plans 





A reassuring constructive learning environment 





Nurturing accountability and fostering academic achievement 





Safe transportation hubs across the city 





A true sense of community 



At TCG DC, we aim to give each child the foundation they need to become well-rounded, healthy individuals, equipped with a solid education and important life skills. We prioritize the full scope of each child’s developmental needs, including physical, mental, speech, and social-emotional, to ensure that they reach their fullest potential. To do this, TCG DC employs on-site social workers, teacher’s aides and assistants, occupational and speech therapists, as well as special education teachers. 

 

What This Role Does 

The Director of Behavioral Services leads the behavior motivation model that keeps students safe, regulated, and ready to learn. This leader supervises and mentors the behavior team, keeps daily practice compliant with COMAR, MSDE, and OSSE requirements, and trains staff across the school. The Director partners with the IEP coordinator, student LEAs, families, and community providers—and serves as the school's go-to behavioral resource. 

 

Key Responsibilities 

Behavior Support and Intervention 



Champions proactive behavior management strategies that create emotionally and physically safe spaces for students. 





Develops replacement behaviors and identifies alternate behaviors aligned with each student's IEP and Behavior Intervention Plan. 





Actively monitors and supervises interventions with physically aggressive or self-injurious students for safety. 





Helps staff understand the root causes of challenging behaviors and coaches effective, strength-based interventions. 





Assists with FBA/BIP development, monitors implementation, and participates in IEP meetings as requested. 





Keeps practice aligned with the school's Positive Behavior Intervention Model and PBIS, with parent input built in. 





Uses continuous data collection and analysis to guide decisions. 



 

Supervision and Team Leadership 



Provides direct supervision, modeling, and mentoring to the Behavior Coordinator, Behavior Specialists, and therapeutic behavior aides, in coordination with the principal or designee. 





Facilitates behavioral meetings and case study reviews with the behavior team. 





Reviews classroom management programs as part of an interdisciplinary team and coaches classroom staff on effective techniques. 





Supervises data collection, entry into the school-wide Information System, and completion of Student Intervention Reports. 





Assists team members in crisis intervention and provides in-class support for students who need it. 



 

Regulatory Compliance 



Aligns daily practice with COMAR, MSDE, and District of Columbia/OSSE regulations. 





Builds and monitors systems that keep resource instructors and therapeutic behavior aides compliant with required notifications and documentation. 





Works with the IEP coordinator and student LEAs so service delivery meets the standards of every jurisdiction the school serves. 



 

Training and Professional Development 



Identifies training needs and develops learning experiences for teachers, teaching assistants, therapeutic behavior aides, social workers, resource instructors, and related service providers. 





Serves as an instructor in The Children's Guild College of Transformation Education and the school's weekly professional development. 





Completes the Pre-Service Training Program, demonstrates competency in the prescribed behavior management program, and participates in campus and agency in-service training. 





Maintains licensing and continuing education requirements. 



 

Family and Community Partnership 



Makes sure parents, families, and providers receive timely, relevant information about their students. 





Offers parents the opportunity to work with the BCBA on home behavioral programs that align with the student's educational plan. 





Serves as a behavioral resource to parents, community providers, and the greater school community. 





Integrates the Transformation Education philosophy into the school's behavioral practices, including staff and student culture card meetings. 





Attends evening meetings as req