Campus Behavior Support

Reports to: Campus Principal; Director of Counseling

Wage/Hour Status: Exempt

Dept./School: Counseling Services/Assigned Campus

Pay Family: Teacher Hiring Schedule

PC Assignment: Campus Behav Support T1A

Minimum Salary: Teacher Hiring Schedule

PC Assignment Code: 11040

Duty Days: 187 days per school year

This is a grant funded position, and continued employment is contingent upon available funding, needs identified through the Campus Needs Assessment, student achievement data, and assessment monitoring data.

Primary Purpose:

Support students and staff by implementing restorative practices, social-emotional learning, and tiered behavioral supports within a restorative school day program. Provide targeted student support while also building staff capacity through coaching, modeling, and collaboration to improve classroom environments, student outcomes, and overall campus systems.

Qualifications:

Education and Certification

• Bachelor’s degree from an accredited college or university
• Master’s degree (preferred)

Must meet one of the following credential pathways:

• Valid Texas teaching certificate; or
• Valid Texas school counselor certificate; or
• Texas licensure as a Licensed Professional Counselor (LPC), Licensed Master Social Worker (LMSW), or Licensed Marriage and Family Therapist (LMFT)

Experience

• Five (5) years of experience in a school-based setting and/or counseling, student support, or intervention services, or a related field
• Experience working with elementary and/or secondary students in diverse populations
• Experience implementing behavior intervention strategies and/or Multi-Tiered Systems of Support (MTSS) frameworks
• Experience providing staff support, coaching, or professional development

Knowledge and Skills

• Comprehensive knowledge of classroom management, behavior intervention strategies, and Multi-Tiered Systems of Support (MTSS)
• Working knowledge of restorative practices and social-emotional learning (SEL)
• Working knowledge of Positive Behavioral Interventions and Supports (PBIS)
• Ability to coach and support staff in behavior management and classroom systems
• Ability to collect, analyze, and use data to inform decision-making
• Ability to support students with academic, behavioral, and social-emotional needs
• Advanced collaboration, relationship-building, verbal, and written communication skills
• Ability to support students with academic, behavioral, and social-emotional needs

Key Responsibilities:

Student Support and Intervention

• Provide direct instruction and structured intervention to students in a restorative school day setting to support social-emotional learning, behavior regulation, problem-solving, and academic engagement. Teach and model emotional regulation, problem-solving, and social skills through structured lessons, interventions, and student support activities
• Support students’ academic progress in partnership with classroom teachers
• Assist in the development and implementation of individualized behavior intervention and transition plans
• Monitor and track student progress and adjust supports as needed

Campus Systems and MTSS Support

• Support implementation of campus-wide behavior systems, including Positive Behavior Interventions and Supports (PBIS) and restorative practices
• Strengthen Tier II and Tier III interventions through targeted strategies and supports
• Assist in designing systems that explicitly teach and reinforce behavioral expectations aligned with academic standards
• Participate in RTI/MTSS processes for early identification, intervention, and support

Staff Coaching and Capacity Building

• Observe, model, and coach teachers in effective classroom management and behavior support strategies
• Provide job-embedded coaching and consultation to staff
• Attend Professional Learning Communities (PLCs) and professional development related to behavior, SEL, and classroom systems
• Share research-based strategies and resources to support staff and student success

Collaboration and Partnerships

• Collaborate with teachers, administrators, and counselors to align services and supports
• Partner with families to support student growth and success
• Coordinate with district and community resources to provide wraparound supports for students and families

Data and Program Support

• Collect, analyze, and report student behavior and intervention data
• Use data to guide decision-making and improve program effectiveness
• Maintain accurate documentation, records, and required reports
• Support the development and implementation of restorative programming across the campus

Additional Responsibilities

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations
• Follow district safety protocols and emergency procedures
• Participate in professional development, faculty/department meetings, and special events as assigned
• Perform additional duties assigned to support the mission and goals of the district and department

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions including frequent keyboarding and use of mouse; occasional reaching

Lifting: Regular light lifting and carrying (less than 15 pounds); may assist with approved physical restraint procedures in accordance with district training and protocols

Environment: Work inside, may work outside

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:

The Superintendent of Schools approves the appointment of this position based on the applicant’s training, experience, and expertise.