Position Title: Title I MTSS Behavior Coach

Term of Employment: 10 month; Full-Time

Reports To: Principal

Pay Information: State Salary Scale and local supplement

General Statement of Job

The High School MTSS Behavior Coach plays a crucial role in creating a positive and supportive learning environment within a Title I high school setting. This position involves working closely with students, teachers, parents and the MTSS team to address and manage behavioral challenges. The MTSS Behavior Coach will implement strategies to promote positive behavior, prevent disruptions, and provide support for students who may be facing behavioral difficulties.

Essential Job Functions

• Behavioral Assessment:
• Conduct comprehensive assessments of classroom behaviors. 
• Collaborate with students, teachers, parents, and other staff to gather relevant information for assessment.
• Analyze data and observations to identify patterns and potential triggers for disruptive behaviors.
• Behavior Management Plans:
• Develop behavior management plans  based on assessment findings.
• Work collaboratively with teachers to implement plans in the classroom.
• Regularly review and update Behavior Management Plans based on ongoing assessment and progress monitoring.
• Classroom Support:
• Provide coaching for teachers to support school-wide and classroom positive behavior interventions and supports
• Provide in-classroom support to teachers for managing challenging behaviors.
• Conduct non-evaluative classroom observations and offer feedback on effective behavior management techniques.
• Support teachers to implement with fidelity research-based intervention strategies and intervention programs designed to
  improve the behavior of targeted students at all three tiers of intervention
• Student Support:
• Offer support for students with behavioral challenges.
• Serve as a mentor and advocate for students, helping them develop positive self-esteem and resilience.
• Parental Involvement:
• Communicate regularly with parents/guardians regarding student progress and behavior.
• Collaborate with families to create a cohesive support system for students.
• Collaboration with School Staff:
• Work closely with teachers, and other support staff to create a unified approach to behavior management.
• Facilitate and participate in regular MTSS meetings to discuss student progress and adjust intervention strategies as needed.
• Provide training to school staff on effective behavior management techniques.
• Data Collection and Reporting:
• Maintain detailed records of behavioral assessments, interventions, and student progress.
• Generate regular reports for school administrators and stakeholders on the effectiveness of behavior management strategies.
• Utilize data to make informed decisions and modifications to behavior management plans.
• Other Title I duties as assigned by the supervisor.

Knowledge, Skills and Abilities

• Previous experience with the MTSS process. 
• Knowledge of Positive Behavior Interventions and Supports (PBIS) and other evidence-based behavior management strategies.
• Strong communication and interpersonal skills.
• Ability to work collaboratively with diverse stakeholders, including students, parents, teachers, and administrators.
• Understanding of the unique challenges and needs of students in a Title I school.

Minimum Training and Experience

• Possession of a valid North Carolina teaching license in the grade level appropriate to the school’s needs.
• At least five years of teaching experience. 
• Master’s Degree in education or related field preferred.

Minimum Qualifications or Standards Required to Perform Essential Job Functions

• Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. 
• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
• Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants.
• Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
• Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
• Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.