This position will be posted internally for five days in accordance with the certificated CBA. The district may expand the applicant pool externally following the internal posting period. Current employees who apply and meet the posted qualifications will receive consideration consistent with the CBA.
Summary
The Dean of Students / MTSS Behavior Support Coordinator supports implementation of the Elementary School Improvement Plan by coordinating and delivering student behavior, attendance, engagement, and academic-readiness supports within a Multi-Tiered System of Supports framework. This position is focused on increasing student access to core instruction, reducing lost instructional time, strengthening schoolwide behavior systems, and supporting students who need additional intervention to be successful in the classroom.
The position works collaboratively with the principal, teachers, specialists, families, and district staff to implement Tier 1 behavior systems, coordinate Tier 2 and Tier 3 interventions, monitor student progress, and support consistent, positive, and restorative responses to student behavior.
This is a certificated special assignment position. The position is responsible for coordinating and delivering MTSS behavior, attendance, engagement, and academic-readiness supports. This position does not include staff evaluation or general building administrative authority.
Essential Duties and Responsibilities
The essential functions listed below are representative of the duties associated with this position and may be adjusted based on student, building, and district needs.
MTSS Behavior and Student Support
- Support implementation of the Elementary School Improvement Plan strategies related to student behavior, attendance, engagement, and access to instruction.
- Coordinate and strengthen schoolwide Tier 1 behavior expectations, routines, and common practices.
- Support staff in implementing consistent classroom behavior systems, de-escalation strategies, restorative practices, and positive behavior supports.
- Coordinate Tier 2 and Tier 3 behavior interventions for students needing additional support.
- Provide direct student intervention services, which may include check-in/check-out, behavior reteaching, re-entry support, problem-solving, executive functioning, social skills, emotional regulation, and classroom success planning.
- Assist with development, implementation, and monitoring of student behavior support plans.
- Use behavior, attendance, academic, and engagement data to identify students needing supplemental support.
- Monitor intervention effectiveness and adjust supports based on student progress.
- Support students in returning successfully to instruction following behavioral incidents.
Attendance, Engagement, and Family Support
- Support attendance and engagement interventions for students whose attendance, behavior, or engagement is interfering with academic progress.
- Communicate with families as part of student support and intervention planning.
- Coordinate with school and district staff to address barriers to attendance, engagement, and classroom participation.
- Participate in student support meetings, family meetings, re-entry meetings, and intervention planning meetings as appropriate.
Data and Progress Monitoring
- Review and analyze student behavior, attendance, engagement, and academic progress data.
- Maintain appropriate documentation of interventions, contacts, plans, and progress monitoring.
- Support building-level data review cycles related to MTSS behavior and student support.
- Prepare and share progress updates with the principal, school improvement team, and other appropriate staff.
- Monitor trends related to office discipline referrals, classroom-managed behaviors, attendance, chronic absenteeism, instructional time lost, and student progress.
Staff Support and Professional Collaboration
- Collaborate with teachers and support staff to strengthen classroom systems and student-specific interventions.
- Provide coaching, modeling, and consultation to staff regarding behavior supports and intervention strategies.
- Participate in MTSS, student support, attendance, and school improvement meetings.
- Assist with professional learning related to MTSS behavior, classroom management, restorative practices, de-escalation, attendance supports, and data-based decision-making.
- Work collaboratively with the principal and school team to support a positive, safe, inclusive, and instructionally focused school environment.
Student Conduct and Restorative Response
- Assist with student behavior concerns using a prevention, intervention, and reteaching approach.
- Support restorative conversations, reflection, problem-solving, and re-entry processes.
- Help ensure student behavior responses are consistent, developmentally appropriate, equitable, and aligned with district policy and state discipline rules.
- Support the principal with student conduct matters when connected to intervention planning, re-entry, student support, and instructional access.
Knowledge, Skills, and Abilities
The successful candidate will demonstrate the ability to:
- Build positive, respectful relationships with elementary school students.
- Support staff in implementing consistent and effective classroom practices.
- Respond calmly and professionally to student behavior concerns.
- Use a restorative and instructional approach to behavior.
- Coordinate intervention systems and monitor student progress.
- Communicate effectively with families and staff.
- Maintain accurate documentation.
- Work as part of a collaborative school leadership and student support team.
- Balance student accountability with support, reteaching, and re-engagement.
- Maintain confidentiality and follow district policies and procedures.
Required Qualifications
- Valid Washington State teaching certificate.
- Minimum of three years of successful teaching or related certificated experience.
- Knowledge of positive behavior supports, student intervention systems, classroom management, and student engagement strategies.
- Ability to analyze student behavior, attendance, engagement, and academic data to guide intervention planning.
- Strong communication, collaboration, problem-solving, technology, and organizational skills.
- Demonstrated ability to work positively in partnership with students, staff, families, and community partners.
- Demonstrated ability to foster an inclusive, equitable, and engaging learning environment.
- Demonstrated ability to adapt to changing student, building, and program needs with a flexible, collaborative, and positive attitude.
- Ability to maintain confidentiality and exercise sound professional judgment.
- Demonstrated commitment to equity, student success, and inclusive school practices.
Preferred Qualifications
- Valid Washington State principal or program administrator certificate.
- Minimum of five years of successful teaching or related certificated experience.
- Administrative experience or school leadership experience.
- Demonstrated experience with MTSS, PBIS, behavior intervention systems, trauma-informed practices, restorative practices, or related student support systems.
- Experience using behavior and attendance data systems.
- Experience coordinating Tier 2 and Tier 3 student interventions.
- Experience supporting attendance, engagement, re-entry, or behavior intervention planning.
- Demonstrated knowledge of, experience with, and willingness to support multilingual learners and students with disabilities.
- Successful experience working with elementary school students.
Working Conditions
This position requires frequent interaction with students, staff, and families. The employee may respond to student behavior incidents, support students in crisis, assist with intervention and re-entry planning, and move throughout the school building during the day. The position requires flexibility, sound judgment, and the ability to manage multiple student and staff support needs in a school setting.
Certificated Bargaining Unit Position
This is a certificated bargaining unit position. The position reports to the Elementary Principal.
Salary listed is for the 2026-2027 SY dependent on experience and education for 180 school days on the certificated teacher salary schedule.
This position includes an additional 10 days paid by supplemental contract for a total work year of 190 days.
Interested applicants should submit the following:
Online Application including the following:
- Letter of interest
- Current resume
- Three current letters of recommendation
- Three current professional references
- Unofficial Transcripts
- Copy of valid WA Teacher Certificate
SEBB Insurance Program Benefits for eligible positions (630 hours) include:
- Fully and self-insured medical plans with prescription drug benefits
- Health savings accounts (HSA) for high deductible medical plan
- Dental Plans
- Vision Plans
- Life and Accidental Death and Dismemberment (AD&D) Insurance - Employer Paid and Supplemental Options
- Long Term Disability (LTD) Insurance - Employer Paid and Supplemental Options
- Flexible Spending Arrangement (FSA) Option
- Dependent Care Assistance Program (DCAP) Option
Other Benefits:
- Participation in Department of Retirement Systems (DRS)
- Optional participation in 403(b)
- Up to 4 personal leave days per school year
- Up to 12 sick leave days per year
- Eligibility for partial tuition reimbursement