Middle School Special Education Behavior Coach; SY

Middle School Special Education Behavior Coach (SY 26-27)

Providence School District, Providence, Rhode Island.

Job : 5825151
Final date to receive applications: Posted until filled
Posted: Jul 01, 2026 4:00 AM (UTC)
Starting Date: To Be Determined

Providence Public Schools District (PPSD) seeks an exceptional MIDDLE SCHOOL SPECIAL EDUCATION BEHAVIOR COACH who is highly qualified and skillful to join our community of teachers, students and stakeholders. This is an exciting opportunity for teachers who seek a challenging yet rewarding teaching experience.

Under direction of the school principal and/or appropriate supervisor, the Elementary Special Education Behavior Coach provides direct instruction, instructional and behavioral support to students enrolled in a behavior intervention classroom and works in collaboration with general education teachers.

• Assists in the development of Individual Education Programs (IEP) and behavior plans.
• Implements all district Special Education procedures.

Up to 10 extra days.

We serve approximately 22,000 students at 37 elementary, middle and high schools. Approximately 55% of students come from homes where English is not the primary language spoken. Combined, our students and families speak 55 different languages and hail from 91 countries of origin. In PPSD, teachers and leaders set high expectations for academic achievement, provide equal access to differentiated instruction, and endeavor to close the achievement and opportunity gap among historically marginalized subgroups.

REPORTS TO: Principal

Contingent upon funding

Bachelor’s degree in applicable field of education from an accredited college or university.

• Elementary/Middle Special Education Teacher, Grades K-8

ESL Certification Preferred

• Coursework/knowledge/experience with students exhibiting behavioral challenges in the school setting is preferred.
• You must complete the new hire compliance training prior to your first day of employment.
• Knowledge of techniques that address and develop positive social behavior.
• Certification in Crisis Intervention Techniques/restraint techniques or willingness to become certified.
• Must understand and be willing to work within the parameters of an Aligned Instruction System, including teaching a unified curriculum.
• Record of involvement in professional organizations (e.g., NMSA, ASCD, CHADD, CEC, etc.)
• Demonstrated proficiency with PC-based computer applications, Microsoft Office applications, email, web applications, and industry specific technology.

• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives.
• Participates in district and school-based professional development activities.
• Plans and conducts activities for a balanced program of instruction, demonstration and work time that provides students with opportunities to learn, observe, question, and investigate.
• Instructs students individually and in groups using various teaching methods such as lectures, discussions and demonstrations.
• Adapts teaching methods and instructional materials to meet students' varying needs and interests.
• Knowledgeable in the use and implementation of assistive technology.
• Takes all necessary safety precautions to protect students, equipment, materials and facilities.
• Develops and maintains positive and cooperative interactions and communications with parents, colleagues and community.
• Monitors and assesses student progress and adjusts student instruction accordingly.
• Makes recommendations about appropriate accommodations for all types of formal assessments.
• Makes recommendations to mainstream staff about the types of accommodations, adaptations, special resources, courses, classes, and classroom adjustments that are appropriate for each special education student.
• Develops IEPs in accordance with state and federal regulations.
• Creates and implements behavior intervention plans needed to achieve a positive learning environment.
• Consistently implements the classroom behavior…