What are the responsibilities and job description for the Coordinating Teacher-Behavioral Health Coach position at Wake County Public School System and Careers?
Overview:
WORKING TITLE
PAY GRADE
FLSA STATUS
ELIGIBILITY FOR EMPLOYMENT CONTRACT
WORK WEEK SCHEDULE
POSITION PURPOSE:
MINIMUM QUALIFICATIONS:
EDUCATION, TRAINING, AND EXPERIENCE
CERTIFICATION AND LICENSE REQUIREMENTS
PREFERRED QUALIFICATIONS:
ESSENTIAL DUTIES AND RESPONSIBILITIES:
WORK ENVIRONMENT/PHYSICAL REQUIREMENTS
EFFECTIVE DATE: 10/2025
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.
POSITION TITLE (Oracle title)
COORDINATING TEACHER
WORKING TITLE
Coordinating Teacher-Behavioral Health Coach
SCHOOL/DEPARTMENT
School Climate
LOCATION
Crossroads II, Cary, NC
PAY GRADE
Classroom Teacher (not eligible for National Board pay)
FLSA STATUS
Exempt
ELIGIBILITY FOR EMPLOYMENT CONTRACT
Yes
WORK WEEK SCHEDULE
Monday-Friday (occasional evenings and weekends) Position is eligible for hybrid telework workweek
POSITION PURPOSE:
Provides support at the district and school level in the implementation of K-12 social, emotional, and behavioral programs and practices. Utilizes all available data for progress monitoring of disciplinary, school climate, and other data sets. Directly supports and coordinates the efforts of school-based instructional staff to improve student outcomes and school climates. Supports the vision of central services leaders in promoting positive classroom environments and advances social, emotional, and behavioral practices throughout the district.
MINIMUM QUALIFICATIONS:
KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)
- Comprehensive knowledge of applicable federal, state, and local regulations, policies, and educational statues including but not limited to budgeting and fiscal requirements;
- Considerable knowledge and understanding of multi-tiered system of supports (MTSS);
- Considerable knowledge of evidence-based social, emotional, and behavioral interventions;
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, Power Point; Google Apps;
- Critical thinking and problem-solving skills;
- Effective human relationship skills to function as a team member within department and at school sites;
- Ability to deliver professional learning to meet the needs of various stakeholders;
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
- Ability to establish and maintain effective working relationships with school system staff, external agencies, attorneys, parents, and the public.
EDUCATION, TRAINING, AND EXPERIENCE
- Bachelor’s degree from an accredited college or university in general education, special education, or a directly related field;
- Demonstrated successful teaching or training experience.
CERTIFICATION AND LICENSE REQUIREMENTS
- Hold or be able to hold a North Carolina Professional Educator’s license in General Education, Special Education or a directly related field;
- Must hold and maintain a valid motor vehicle operator’s license according to the State of NC’s requirements.
PREFERRED QUALIFICATIONS:
- Proven experience leading effective teams.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Supports district goals related to reduction of disproportionality in discipline and improvement in school climate data.
- Builds staff capacity through coaching, delivering professional development and monitoring implementation.
- Coaches school-based staff by conducting classroom observations, modeling best practices, co-teaching, and providing feedback.
- Conducts high-quality professional learning aligned to district, regional, and school goals.
- Conducts needs assessments; monitors and analyzes data to evaluate intervention efficacy; and supports school improvement process.
- Contributes to a high functioning team by demonstrating self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
- Provides onsite support and problem-solving for individual students, classes, and schools.
- Coaches staff and school teams in the development and implementation of multi-tiered SEL/behavior plans and continuum of supports.
- Performs other related duties, as assigned.
WORK ENVIRONMENT/PHYSICAL REQUIREMENTS
This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automobile equipment.
EFFECTIVE DATE: 10/2025
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.