Elementary Behavior Intervention Coach (25-26 School Year)

Apply now to work in the Fort Osage School District!

This position is for the 2025-2026 school year.  Salary is based on the adopted salary schedule for the 24-25 school year at this time (starting salary= $44,200). We accept all previous years in certificated teaching roles as steps on the salary schedule.  The Fort Osage School District prioritizes a highly competitive salary schedule, with additional benefits including optional fully paid health insurance, career ladder stipends (up to $5,000), extra duty stipend opportunities and more.  

• Must hold a valid Missouri Teaching Certificate in Elementary Education B-3; 1-6 or Special Education K-12.
• Experience working with elementary at-risk students with significant behaviors is preferred
• Board Certified Behavior Analyst (BCBA) and/or Autism Consultsant Certification (IDAC) not required, but preferred.

Will work with building administrators, teachers, special education teachers, first- and second- year teachers paraprofessionals and students to provide strategies and resources in the areas of social emotional learning and school-appropriate behaviors. Will assist in developing behavior plans, functional behavioral assessments (FBAs) and behavior intervetion plans (BIPs).

This position works closely with the three other district Behavior Intervention Coaches and the Executive Director of Student Support Services, as well as building principals. The location of this position is to be determined at a later date.

This job reports to Principal and Executive Director of Human Resources.  For questions, please reach out to Dr. Leigh Gruber, Executive Director of HR, at 816-650-7015.

Purpose:

The job of Behavior Intervention Coach is done for the purpose/s of supporting the instructional program with specific responsibilities for assisting and supporting school personnel in the design, development and alignment of research based best practice strategies and plans related to student behavior and social emotional development; providing guidance and serving as a resource to others; coordinating professional development opportunities to align to best practice behavior strategies; mentoring new teachers; and maintaining services in compliance with established guidelines.

Essential Functions

• Collaborates with school staff (e.g. teachers, administrators, paraprofessionals, etc.) for the purpose of implementing and maintaining safety and student behavior supports.
• Compiles data from a wide variety of sources for the purpose of analyzing behavioral issues, preparing reports and creating studnet behavior support plans or school-wide tiers of behavior supports.
• Administers social emotional assessments for the purpose of assessing the levels of students' competencies.
• Assesses student progress toward behavior goals and expectations for the purpose of providing feedback to students, parents and administration.
• Demonstrates and discusses pedagogical approaches that engage learners in the classroom (e.g. demonstration lessons, modeling, etc.) for the purpose of modeling highly structured and engaged classrooms for teachers and other personnel.
• Facilitates meetings, workshops, seminars etc. (e.g. support meetings, FBA analysis, etc.) for the purpose of identifying issues and developing recommendations.
• Provides coaching and ongoing support to teachers (e.g. behavior strategy modeling, collecting data for reflection, etc) for the purpose of providing information, making recommendations and/or developing plans for the improvement of school-wide or classroom practices in behavior management. 
• Collaborates with other classroom teachers for the purpose of implementing established individual student plans and ensuring the success of assigned students.
• Collaborates with instructional staff, other school personnel, parents and a variety of community resource organizations for the purpose of improving the overall quality of student outcomes and achieving established classroom objectives in support of the school improvement plan.
• Counsels students for the purpose of improving performance, attendance, problem solving techniques, and a variety of personal issues.
• Maintains open communication with students / parents / guardians regarding student progress, expectations, concerns and direction for the purpose of reinforcing classroom goals in the home environment.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to education code, school policies and all relevant laws.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing issues to the appropriate personnel for resolution.
• Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues and providing information and/or direction.

Job Requirements: Minimum Qualifications

   Responsibility

   Responsibilities include: working under limited supervision following standardized practices and/or methods; directing

   other persons within a small work unit; monitoring budget expenditures. Utilization of some resources from other work units may be required to perform the job's functions. There is some opportunity to effect the organization’s services.

Work Environment

   The usual and customary methods of performing the job's functions require the following physical demands: occasional

   lifting, carrying, pushing, and/or pulling,  significant stooping, kneeling, crouching, and/or crawling and significant fine

   finger dexterity. Generally the job requires 20% sitting, 40% walking, and 40% standing.  The job is performed in a

   generally hazard free environment and in a clean atmosphere.

Clearances

Criminal Background Check

Family Care Registry

  FLSA Status                                               

  Exempt

Salary : $44,200