Job Title: Coach - District Behavior

Wage/Hour Status: Exempt

Reports to: Director of Student Support Services

Pay Grade:  Admin PG 2

Dept./School: Student Services

Date Revised: 5/28/2026

Duty Days: 215 Funding Source: Federal

*This position is funded in whole or in part through federal grant funds. Continued employment in this position is contingent upon the availability of grant funding and program needs from year to year. 

Primary Purpose: To support districtwide behavior systems by coaching and assisting teachers, campuses, and leaders in implementing evidence-based behavior practices, Tier 1 classroom management, MTSS behavior processes, and individualized behavior interventions to promote positive student outcomes in general education and inclusive educational settings. 

Qualifications:

Education/Certification:

• Bachelor’s degree from an accredited college or university
• Valid Texas teacher certification
• Master’s degree preferred

Special Knowledge/Skills:

• Knowledge of federal and state regulations related to student behavior intervention, discipline, time-out, restraint, and applicable student support procedures. 
• Strong understanding of evidence-based behavior practices, including  restorative practices, classroom management frameworks, and Tier 1 behavior supports.
• Skill in collecting, analyzing, and interpreting behavior data to inform intervention planning and MTSS decision-making.
• Ability to model, coach, and support teachers in implementing proactive behavior strategies and effective classroom management systems.
• Proficiency with digital platforms used for documentation, data tracking, and intervention planning (e.g., Google Workspace, Frontline/ESPED, or similar systems).
• Strong communication, collaboration, and interpersonal skills with the ability to coach adults, facilitate professional development, and work effectively with diverse stakeholders.

Experience:

• Classroom teaching or campus-based experience working directly with students exhibiting behavioral, social-emotional, or instructional needs.
• Experience implementing evidence-based behavior interventions, classroom management systems, or MTSS behavior supports.
• Experience collaborating with teachers, administrators, and support staff to address student behavior needs.
  Experience analyzing student behavior data to inform intervention planning and progress monitoring.
• Experience providing coaching, modeling, or professional development to adults preferred.
• Experience supporting student behavior intervention systems, MTSS implementation, inclusive practices, or related student support services preferred. 

Major Responsibilities and Duties:

Districtwide MTSS & Behavior Systems Support

1. Collaborate to support districtwide wrap-around behavior and MTSS systems across all tiers.
2. Assist campuses in maintaining accurate MTSS behavior documentation, progress monitoring, and intervention fidelity.
3. Support alignment of behavior intervention systems between general education and inclusive student support services. 
4. Provide guidance to campuses in implementing Tier 1 behavior expectations and proactive schoolwide systems.

General Education Classroom & Tier 1 Behavior Support

1. Provide on-site coaching and modeling of evidence-based behavior strategies within general education and inclusive classroom settings.
2. Support general education teachers in implementing effective classroom management systems, routines, and proactive behavior strategies that promote positive student outcomes.
3. Model effective Tier 1 classroom behavior practices and provide real-time coaching, feedback, and implementation support to strengthen teacher capacity.
4. Assist staff in implementing individualized behavior intervention plans and classroom-based behavior supports using data-based decision making.
5. Support teachers in applying UDL-informed classroom structures and instructional practices that reduce behavioral barriers to learning and increase student access.
6. Promote and model restorative practices that strengthen relationships, improve classroom culture, and reduce exclusionary discipline practices.
7. Provide guidance to staff in implementing crisis prevention, de-escalation strategies, and reinforcement systems aligned to student behavioral needs within inclusive educational settings.
8. Collaborate with teachers, case managers, counselors, and campus administrators to ensure behavior supports are implemented consistently and with fidelity across instructional settings.

Professional Learning & Capacity Building

1. Design and deliver professional development on classroom management, behavior intervention, restorative practices, and MTSS systems.
2. Provide individualized coaching cycles for teachers to strengthen behavior and classroom management practices.
   Offer training and resources to support campus teams, paraprofessionals, administrators, and teaching staff. 
3. Collaborate with district leadership to develop districtwide behavior support frameworks, tools, and training systems.

Behavior Data, Monitoring, and Documentation

1. Support teachers and teams in collecting, analyzing, and interpreting classroom and student behavior data.
2. Use behavior data to guide intervention design, progress monitoring, and data-based decision-making within MTSS and inclusive student support systems. 
3. Assist campuses in developing measurable behavior goals, intervention plans, progress monitoring systems, and classroom behavior supports. 
4. Provide feedback and support to campuses to strengthen the accuracy and compliance of behavior documentation practices.
   
   

Procedural Support and Legal Compliance

1. Participate in collaborative student support meetings, as appropriate, to support behavior planning and intervention design. 
2. Support campuses in implementing federal, state, and district requirements related to time-out, restraint, and crisis procedures. 
3. Coach staff through required restraint and time-out documentation, ensuring accuracy and timely submission.
4. Support and assist in coordinating Crisis Prevention Intervention (CPI) training and recertification processes.

Consultation, Collaboration & Campus Support

1. Consult with teachers, case managers, counselors, and administrators to meet student behavioral and social-emotional needs.
2. Provide guidance on determining appropriate designated supports for state and local assessments linked to behavior needs.
3. Collaborate with campus and district support staff to ensure coordinated behavior-related student supports. 
4. Maintain professional, ethical, and responsible conduct in alignment with TEA Code of Ethics and district expectations.

General Employee Requirements:

• Quality of Work – complete assignments meeting quality standards, to include accuracy, neatness, thoroughness and adherence to standards and safety rules.       
• Quantity of Work – demonstrate the ability to manage several responsibilities simultaneously, perform work in a productive and timely manner, and meet work schedules.        
• Work Habits – display a positive, cooperative attitude toward work assignments, working diligently to accomplish tasks assigned. 
• Communication – communicate in a positive manner with others, to include listening and responding appropriately, expressing ideas orally and in writing in a manner that helps build a positive climate for the organization. 
• Dependability – adhere to time frames, monitor projects and exercise follow-through, be on time for meetings and appointments, and respond appropriately to instructions and procedures. 
• Cooperation – work well with co-workers and supervisors as a contributing team member, demonstrate consideration of and maintain rapport with others, and help others willingly.
• Initiative – seek and assume greater responsibility, monitor projects independently as required, and follow through appropriately.
• Adaptability – adjust well to any change in duties, procedures, supervisors or work environment, accept new ideas and approaches to work, and respond appropriately to constructive criticism and suggestions for work improvement.
• Judgment – effectively analyze problems, determine appropriate action for solutions, and use logical thinking to exhibit timely and decisive action.
• Attendance – attend work on a consistent basis, taking care to consider the use and number of absences in accordance with policy so that the organization is not negatively impacted.
• Punctuality – arrive to work and depart from work according to department and district requirements.

Supervisory Responsibilities:

None

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Frequent prolonged and irregular hours. Frequent district-wide travel.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required

Salary : $71,454 - $94,173