Emotional Support Coach

Emotional Support Coach

Required:

Master's Degree in Special Education, Education, School Psychology, Counseling, Applied Behavior Analysis, or a related field. Minimum of five (5) years of successful teaching experience in an Emotional Support classroom or five (5) years of experience working directly with students receiving Emotional Support services. Demonstrated knowledge of emotional and behavioral disabilities, trauma-informed practices, positive behavior supports, and social-emotional learning. Strong interpersonal, collaboration, coaching, and communication skills.

Ability to conduct classroom and student observations and provide constructive feedback to educational staff. Excellent written communication skills with the ability to prepare detailed reports, observation summaries, and behavioral recommendations. Act 34 Clearance, Act 151 Clearance, FBI Clearance, and Drug Screening (self-paid). Preferred:
Board Certified Behavior Analyst (BCBA) certification. Experience conducting Functional Behavioral Assessments (FBAs). Experience developing and implementing Positive Behavior Support Plans (PBSPs). Experience supporting students in Emotional Support, Autistic Support, and general education settings. Experience providing professional development and coaching to educational staff.

Position Summary:

The Emotional Support Coach serves as a collaborative partner and behavioral support specialist who works alongside teachers, administrators, related service providers, and families to support students with emotional and behavioral needs. This position provides support to Emotional Support classrooms, itinerant Emotional Support students, and students exhibiting behavioral concerns in general education settings. The Emotional Support Coach focuses on improving student outcomes through behavioral consultation, classroom support, coaching, data analysis, staff development, and implementation of evidence-based behavioral practices.

The coach assists teams in developing proactive behavioral interventions, conducting observations, supporting Functional Behavioral Assessments (FBAs), and implementing Positive Behavior Support Plans (PBSPs).

Primary Duties and Responsibilities:

Collaborate with Emotional Support teachers, general education teachers, related service providers, administrators, and families to support students with behavioral and emotional needs. Provide direct coaching and consultation to staff regarding classroom management, behavior intervention strategies, and student engagement practices. Conduct student and classroom observations to identify behavioral patterns, environmental factors, and instructional supports needed to improve student outcomes. Develop written observation reports, recommendations, and follow-up documentation to support intervention planning and decision-making.

Assist school teams in the development, implementation, and monitoring of Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs). Analyze behavioral and academic data to support intervention planning and progress monitoring. Model evidence-based behavioral interventions, de-escalation techniques, and instructional practices for teachers and support staff. Support the implementation of trauma-informed, restorative, and relationship-based practices throughout the school environment. Assist in identifying appropriate Tier I, Tier II, and Tier III behavioral interventions through the MTSS process.

Participate in IEP meetings, manifestation determination meetings, SAP meetings, MTSS meetings, and other student support meetings as assigned. Provide professional development and training related to emotional support, behavior management, classroom systems, crisis prevention, and social-emotional learning. Support the implementation of district initiatives related to student behavior, attendance, social-emotional wellness, and school climate. Stay current on research-based practices, legal requirements, and district initiatives relevant to emotional and behavioral support services.

Perform other duties as assigned by the Director of Special Education.

Physical/Mental/Environmental Demands:
Physical Demands Frequent walking, standing, and movement throughout school buildings. Occasional bending, stooping, twisting, reaching, and grasping. Light lifting up to 20 pounds. Ability to respond to student behavioral crises and emergency situations as needed. Sensory Abilities Visual acuity to read correspondence, behavioral reports, and computer screens. Auditory acuity sufficient to communicate effectively in person and by telephone. Ability to speak clearly and distinctly.

Temperament Must be courteous and able to deal effectively with people. Must be cooperative, congenial, and service-oriented. Ability to work independently and collaboratively. Ability to maintain confidentiality and professionalism. Ability to remain calm and effective during challenging situations. Ability to be flexible and adaptable.…