Emotional Support Coach

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.

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.
• Aid 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.
• Aid 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

• 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

• Courteous and able to deal effectively with people.
• Congenial and service-oriented.
• Able to work independently and collaboratively.
• Able to maintain confidentiality and professionalism.
• Able to remain calm and effective during challenging situations.
• Able to be flexible and adaptable.

Environment

• Elementary and Secondary School settings.
• Emotional Support classrooms, general education classrooms, and other educational environments.
• Travel to various locations within the school district and community.