Job Description

TITLE:School Behavioral Support Coach

PURPOSE:Proactive systems approach to establishing the behavioral supports and social culture supports needed for all students in a school to achieve social, emotional and academic success as outlined in Restorative Justice, Positive Behavior Interventions and/or Support and similar interventions.

QUALIFICATIONS

• Certified Staff
• Specific knowledge and skills
• problem-solving and school improvement processes
• Understanding of individual school discipline needs and discipline data
• coaching competencies (e.g., establishing and maintaining positive relationships, communicating effectively, facilitating team processes)
• Works in the building full-time
• Has credibility and fosters positive relationships with other faculty/staff members
• Promotes shared decision-making and has the ability to work collaboratively with administrator/decision makers in the building
• Flexibility to attend team training, monthly coaches meetings, network meetings and advanced training opportunities

RESPONSIBLE TO:

• Building Administrator and collaborates with the District Behavior Support Coordinator

Status

Follows Schedule B salaries as established in the contract with the DEA.

DUTIES AND RESPONSIBILITIES

Communication

• Communicate discipline data at faculty meetings
• Communicate and facilitate activities to encourage positive student behaviors
• Network with other internal coaches, external coaches and/or sub-region coordinators pertaining to your area of intervention
• Communicate with the District Behavior Support Coordinator about needed training, technical assistance and/or other supports

Coordination Team Members

• Facilitate monthly Universal Team meetings or meetings specific to your level of intervention (schedule, agenda, process)
• Facilitate monitoring of development and implementation of school-wide discipline expectations, teaching and reinforcement practices
• Coordinate student/staff celebrations and/or boosters
• Facilitate completion and monitoring of Universal Team Action Plan discipline data or data specific to your level of intervention

Evaluation of Data

• Facilitate establishment of data collection systems
• Collect and analyze data for problem solving, decision-making and action planning
• Provide necessary information to document progress monitoring and its effectiveness such as;
• PBIS implementation process data; TIC, Benchmark of Quality (BoQ), Self-Assessment Survey (SAS), School Safety Survey (SSS), Phase of Implementation (PoI)
• Student outcome data; discipline and academic
• Progress Monitoring data; minutes provided and success
• Pre and Post data pertaining to specific interventions
• Collaborate with Technical Area Coordinator (TAC) for data around PBIS Assessments, Phase of Implementation (PoI), & School Profile Tool or District Behavior Support Coordinator for data around alternative discipline being used
• Document success of interventions

Technical Assistance

Provide technical assistance to building teams regarding:

• Schedule for teaching expectations
• Progress monitoring documentation and tools
• Data collection procedure
• Readiness for implementation
• Universal implementation (data-based decision making, meeting schedules, communication with staff, teaching and acknowledgment systems, new team orientation, school board presentations, action plan)

Training

• Actively participate in all appropriate team and coaches trainings provided
• Participate in District Internal Coaches Network Meetings and other opportunities provided for internal coaches to support implementation
• Must attend monthly coaches meeting held by the District Behavior Support Coordinator

PHYSICAL DEMANDS

Handle work which deals mostly with people, objects, equipment in a general setting; depth perception and field of vision are important. Employee regularly is required to bend, stoop, twist, turn, reach, lift (up to 50 pounds), carry, pull, push, climb, and kneel; walking and standing approximately 50-75% of each shift. Employee must recognize differences in sound, such as voices/noises that are loud and playful instead of angry and combative; ability to differentiate tones and volumes in conversation.

MENTAL DEMANDS

The Employee must ensure that children are supervised at all times, and that children are involved in safe and appropriate activities. There may be a number of situations happening at once, and the Employee must be prepared to handle accidents and emergencies at any time.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The Employee will be working in a busy and occasionally noisy environment. There may be a number of activities and situations happening at once, and the Employee will have to supervise all students at all times.

It is anticipated that the same individual will be employed in this position for two (2) years. The employee will not be eligible to reapply after two (2) years for this position unless no one else applies.