Job Description:

Location: South Elementary School

Department: Behavioral Health & Wellness

Reports To: Director of Behavioral Health & Wellness. Building Principal.

Term: Ongoing 200-day calendar beginning with the 2026-27 school year. 
(Prorated depending on start date).

Schedule: Mon-Fri Full-time

SUMMARY: West Fargo Public Schools (WFPS) is seeking a licensed mental health professional for the role of a School-Based Intervention Therapist. The School-Based Intervention Therapist provides evidence-based individual and small-group clinical interventions and targeted skills training to support learners' social, emotional, behavioral, and mental health needs. The position works with learners across elementary settings, with an emphasis on building social-emotional and behavioral skills, strengthening positive coping and social skills, and supporting the generalization of skills across school and classroom environments. The position collaborates closely with building-level MTSS-B teams to identify learner needs, determine appropriate interventions and supports, and contribute to a continuum of positive behavioral and mental health supports. The School-Based Intervention Therapist provides consultation, modeling, and professional development to educators and school staff related to evidence-based strategies, positive behavior supports, and instructional practices that promote learner success.

Location: The Behavioral Health & Wellness (BHW) team is seeking a candidate to work specifically with South Elementary School. The BHW team is also seeking a candidate that will work across additional locations to be determined.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
Develops positive, working relationships with learners, colleagues, and the wider district community.
Fosters an environment that establishes respect and rapport between the educator and learners.
Utilizes questions and discussion topics that promotes critical thinking.
Supports district in building capacity in serving learners with complex needs.
Collaborates with school and district teams for learners receiving Tier 2 & 3 supports.
Supports the collaboration between educators and school teams to ensure programming is designed with generalization in mind (e.g., can be implemented in various classroom settings).
Conducts positive behavior support presentations, training, and professional development within the district.

Communication:
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Uses exemplary communication skills to facilitate connection and sharing of thoughts and ideas through multiple formats and diverse audiences.
Proactively seeks to resolve controversy and conflict through respectful negotiation.
Summarizes interventions and programs into written communications.
Designs presentations and effectively communicates information in one-on-one and group situations to learners and staff.
Communicates with guardians/families to promote positive engagement with school teams and to support learners' progress on an ad hoc basis.

Compassion:
Models and leads de-escalations/crisis responses in alignment with district policies.
Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:
Connects with team members and shares ideas in an effort to improve the overall employee experience.

Critical Thinking:
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Engages and has knowledge of the process of district research-based behavioral programming and supporting documentation.
Proactively engages in problem-solving.
Supports MTSS-B systems implementations across all three tiers of service delivery � Focusing on preventative strategies.

Reflection:
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Actively participates in on-going professional development opportunities.
Remains up to date on behavioral research and disseminates to district staff as appropriate to facilitate the utilization of evidenced-based practices.
Engages in on-going professional development to increase personal knowledge and skills of positive learner behavior support for all learners, targeted learners, and/or learners representing sub-group populations.

Resilience:
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:
Fosters a safe and equitable learning environment.
Leads socials skills groups for learners with complex needs on an ad hoc basis.
Provides targeted skills integration and training for learners based on the need of applicable learner.
Collects behavioral data and visually showcases results for analysis.
Implements specialized teaching techniques to assess, coach, and collaborate with instructional and behavioral interventions. This includes fluency in the following interventions.
Discrete trial training
Natural environment teaching
Incidental teaching
Prompting hierarchies
Functional communication training
Behavior skills training
Reinforcement procedures
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may be required to lift up to ~30 pounds.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
The employee will work in an environment that has a moderate to loud noise level.
 
Education and/or Experience:
Master's degree or higher in human services field and at least an introductory license to practice in North Dakota (LPC, LPCC, LAPC, LMSW, LCSW, LMFT).
Minimum two years of experience working with individuals with developmental disabilities or mental illness is preferred.
Experience providing individual and group therapy to children.
Experience with Multi-Tiered Systems of Support (MTSS) interventions for social-emotional-behavioral needs.
Experience in evidence-based practices for children and adolescents.
Licensed mental health professional with independent licensure and ability to provide clinical supervision is preferred.
Experience working in a school setting is preferred.
Expert knowledge of techniques needed to implement function�based interventions is preferred.
Experience with restorative practices/circles/conferencing is preferred.

Language Skills:
Ability to read, write, comprehend, and implement technical documentation and information.
Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
Exercise confidentiality, discretion, and good judgement.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES: 
None.

Salary: If licensed through ESPB, the position follows the 2025-2027 Teacher Salary Schedule. If not licensed through ESPB, the position follows the Classified Salary Schedule 2026-2027 at C433 - Starting salary begins at $33.95-$39.45/hour, based on experience.

This position is funded through the School-Based Mental Health Services Grant through 2028.

To Apply: Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.