Minimum Qualifications: 

High school diploma required, college background preferred

Outstanding verbal and written communication skills

Experience working with students with adverse childhood experiences (ACEs), trauma, and/or chronic stress

Cooperative, able to work with supervising teachers and other staff members

Skills in interpersonal relations with pupils, parents, teachers, staff and the general public

Skills in data collection and maintaining required documentation of student performance

Demonstrates excellent independent self-management and organizational skills in the workplace

Outstanding references from current and former supervisors

Satisfactory SLED (SC Law Enforcement Division) report

 

Salary Range:             106 Support 4

 

Length of Contract:    185 days/7 hours per day 

    

Starting Date:             2024-2025 School Year

 

College transcripts, three references, and a copy of appropriate credentials should also be submitted during the application process.

 

Prior to employment, the District will request a criminal record history check for past action of crimes.  For this reason, information about date of birth, gender, and race is requested as a part of the application process.

 

The district reserves the right to make changes to the job posting/description as necessary to meet the district’s needs. 

 

 

JOB DESCRIPTION

 

Behavior Coach

 

Purpose Statement:

The job of the Behavior Coach is done for the purpose/s of supporting students exhibiting behaviors that prevent learning, providing redirection, de-escalation, and ultimately re-entry into the classroom.  The BEHAVIOR COACH is considered a Tier 2 intervention, allowing children to self-regulate their emotions, reduce their anxiety, and return to their general education classroom. The BEHAVIOR COACH will implement social-emotional learning activities and collect relevant data/documentation to assist school staff to support each child in need.

This job reports to the School Principal or Designee.

 

Essential Functions

• Support students who are exhibiting behaviors that prevent learning in the regular classroom, by providing a safe, quiet space with an opportunity to work through the immediate issues involving anxiety, anger, and fears in an effort to return to their classroom.
• Collect data on all student visits and specific interventions utilized as well as the outcome of each intervention.
• Consult and share data on students with principals, general education teachers, other school staff members, and district staff members as needed.
• Support the school guidance counselor, mental health service providers, teaching staff and administration to provide social-emotional learning activities utilizing approved curriculum with appropriate activities that reflect the student behavior.
• Participate in all required training.
• Collaborate with all school staff and administration to provide consistent behavior management techniques throughout the school day.
• Work with classroom teachers to develop capacity in the effective use of crisis intervention techniques.
• Support teachers by modeling crisis prevention intervention techniques that offer redirection, lower anxiety, and reduce power struggles.
• Adhere to the ethical standards established rules and regulations of Rock Hill Schools, as well as the state of South Carolina.
• Other duties as assigned.

 

Job Requirements: Minimum Qualifications

 

 

Skills, Knowledge and Abilities

SKILLS are required to perform single, non-technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: skill in applying accepted instructional methods/techniques under the direction of the assigned classroom teacher.

 

KNOWLEDGE is required to perform basic math; read and follow instructions; and understand written and oral instructions. Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities concepts of grammar and punctuation safety practices and procedures stages of child development ABILITY is required to schedule activities and/or meetings; collate data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using defined methods. 

 

Ability is also required to work with others; work with specific, job-related data; and utilize specific, job-related equipment.  In working with others, Problem solving with data requires following prescribed guidelines; and problem solving with equipment is limited. Specific abilities required to satisfactorily perform the functions of the job include: communicating with diverse groups, establishing effective relationship while maintaining confidentiality, working as part of a team with frequent interruptions.

 

ABILTITIES are required to assist students with physical health needs, such as toiletry, feeding and/or positioning the student bodily.  Ability is also required to work with a significant diversity of individuals and/or groups; work with specific, job-related data and utilize specific equipment.   Specific abilities required to satisfactorily perform the functions of the job include communicating with diverse groups, establishing effective relationships while maintaining confidentiality, working as part of a team with frequent interruptions. 

 

Responsibility

Responsibilities include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; and operating within a defined budget.  Utilization of some resources from other work units may be required to perform the job's functions. There is some opportunity to affect the Organization’s services. 

 

Working Environment

The usual and customary methods of performing the job's functions require the following physical demands: heavy lifting, carrying, pushing, and/or pulling; some balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.  Generally the job requires 10% sitting, 30% walking, and 60% standing. The job is performed under some extreme physical requirements.  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Experience

Extensive experience working with students with adverse childhood experiences (ACE’s), trauma, and chronic stress.

 

Education

High school diploma

Higher education preferred (2-year degree or bachelor degree)

 

Required Testing                                            

Pre-employment TB Test    

                                                 

Certificates & Licenses

Valid high school diploma

Current certification in Crisis Prevention Intervention (CPI) or willing to receive certification

 

Continuing Educ. / Training                          

None Specified     

 

Clearances

Satisfactory SLED (SC Law Enforcement Division) report; outstanding references from current and former employers

 

FLSA Status                                                                     

Non Exempt        

 

Salary Grade

Pay Grade 106 Support 4