Behavior Coach

id='p23183_'>Behavior Coach JobID: 23183

Position Type:

Certified Support/Certified Support

Date Posted:

7/8/2026

Location:

Administration - Special Education

Additional Information: Show/Hide

ROCKFORD PUBLIC SCHOOL DISTRICT #205

Job Description

Job Title: Behavior Coach

Job Code: 9322

Department: Multi-Tiered Systems of Support

Supervisor: Executive Director of Multi-Tiered Systems of Support

FLSA Status: Exempt

Compensation Range:$47,203 ? $99,323 per year. Placement on the salary schedule is based on verified, comparable education and experience. For more information on range placement, please review the REA Collective Bargaining Agreement.

PURPOSE OF THE POSITION: To provide consultation, behavior analytics services and training to building/educational teams regarding positive behavioral supports to establish a safe learning environment in order to align with the implementation of the districtwide (quadrant) Multi-Tiered Systems of Support (MTSS) for students.

SUPERVISORY RESPONSIBILITIES: Certified and non-certified staff as designated by Executive Director of MTSS

DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. In addition to the requirements listed below, regular attendance is an essential function of this position.

• Ensures that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives, and parameters found in the Board's strategic plan.
• Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job.
• Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment.
• Provides consultation services to staff for individual and whole-class behavior, learning strategies, and interventions.
• Supports individuals/teams with collecting and analyzing relevant information and data to consult with the MTSS Tier II/III team concerning student programming and appropriate interventions support.
• Assesses progress of implementation efforts and assist with resource mapping for systemic change.
• Works with school level teams to enhance their MTSS implementation process around social-emotional and behavior supports for students.
• Assists in collecting data, conducting functional behavior assessments, analyzing data, and facilitating team completion of behavior intervention plans when necessary.
• In collaboration with the Executive Director of MTSS, schedules and facilitates quadrant level MTSS teams to build continuous improvement within the MTSS structures. This includes Behavior Intervention Specialists.
• Provides monthly intervention data reports to the Quadrant level District MTSS Team and Executive Director of MTSS to identify needs for additional training/support; evaluates the process in order to make changes and/or recommendations to the district team. This includes monitoring input/outputs and outcomes by role that support the building MTSS process.
• In collaboration with the Executive Director of MTSS, regularly monitors and supports the Behavior Intervention Specialist in completing and implementing Registered Behavior Technician training and strategies.
• Provides recommendations based on evidence-based practice and in accordance with district initiatives and the Behavior Analytics Certification Board ethical guidelines.
• Models interventions and coach staff on implementation of specific strategies as it relates to social-emotional, behavior and trauma-informed practices that support student needs.
• Trains staff on methodologies, strategies, and resources for working with students presenting behavioral. social-emotional and/or trauma challenges.
• Follows up with staff regarding implementation of instructional strategies for students presenting behavioral challenges.
• Provides professional learning activities in collaboration and consultation with school level teams.

QUALIFICATIONS:

• Minimum of a bachelor's degree from an accredited college/university.
• Must hold an Illinois Professional Educator License, preferred endorsement in special education, mental health, social work, and/or psychology.
• Board Certified Behavior Analyst (BCBA) preferred, but not required- program opportunities will be offered through RPS 205 to secure BCBA certification.
• At least 5 years of successful educational experience in an elementary, middle, or high school setting.

KNOWLEDGE, SKILLS AND ABILITIES:

• Ability to demonstrate qualities aligned to our core values of Character, Communication, Collaboration and Continuous Improvement.
• Familiarity with classroom-based strategies related to managing and addressing behavior concerns.
• Knowledge of research and practices related to school wide behavior support, including applied behavior analysis, and the ability to use a variety of observational and interviewing skills.
• Knowledge of techniques needed to successfully complete effective Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Experience in trauma informed care as well as working with students with disabilities.

A comprehensive benefits package including:

• Medical, dental, vision, life and disability insurance
• Voluntary life insurance
• Paid Sick and Personal time
• Paid holidays
• Board-paid TRS (Teachers' Retirement System)
• Optional 403(b) plan
• Employee assistance program (EAP)

WORK CALENDAR:9 Months

WORKING CONDITIONS:Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work.

OTHER:This job description describes duties and responsibilities which are representative of the nature and level of work assigned to the position. The identified duties and responsibilities are intended only as illustrations of the various types of work that may be performed. The omission of specific duties does not exclude them from the position.

The job description does not constitute an employment agreement between the school district and employee and is subject to change by the school district as the needs of the school district and requirements of the job change.