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Student Behavior Support Coordinator (TOSA)

Robbinsdale Area Schools

Minneapolis, MN

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JOB DETAILS
SKILLS
Analysis Skills, Behavioral Intervention, Coaching, Collective Bargaining, Communication Skills, Crisis Intervention, Cross-Functional, Customer Support/Service, Data Analysis, Data Collection, Educational Administration, Functional Analysis, Human Resources, Interpersonal Skills, Mentoring, Organizational Skills, Presentation/Verbal Skills, Problem Solving Skills, Regulations, School Psychology, Secondary School, Social Work, Special Education, Staff Training, Student Conduct, Student Services, Technical Support, Training/Teaching, Writing Skills
LOCATION
Minneapolis, MN
POSTED
1 day ago
Position Type:
Student Support Services

Date Posted:
7/1/2026

Location:
Districtwide

Date Available:
08/19/2026

Closing Date:
07/03/2026
POSITION AVAILABLE

1.0 Student Behavior Support Coordinator (Teacher on Special Assignment)
189-day calendar plus 10 additional days
Salary and benefits based on current Teacher Collective Bargaining Agreement

Reports to Director of Student Services

POSITION SUMMARY

The Student Behavior Support Coordinator provides behavioral consultation, assessment, training, and intervention support to schools to promote positive student outcomes. This position collaborates with school administrators, educators, specialists, students, and families to develop and implement evidence-based behavioral supports within a Multi-Tiered System of Supports (MTSS) and Behavioral Intervention Plans (BIP). The specialist works to build staff capacity, support inclusive educational practices, and improve student success through data-driven decision-making while maintaining the highest standards of student confidentiality and data privacy.

KEY RESPONSIBILITIES
  • Assist in developing and coordinating individualized student behavior support plans to increase student success within the school environment.
  • Collaborate with building administrators and general education teachers to monitor student behavior, identify concerns, and implement proactive behavioral interventions.
  • Participate in student staffing meetings to analyze behavioral concerns, recommend interventions, and support Tier 3 problem-solving efforts.
  • Provide behavioral consultation through classroom observations, data analysis, and recommendations for students experiencing behavioral challenges.
  • Recommend and support effective data-collection methods to monitor student progress and to train staff on data-collection procedures.
  • Conduct Functional Behavior Assessments (FBAs) in collaboration with required multidisciplinary team members.
  • Collaborate closely with Special Education Behavior Analysts and Special Education Behavior Interventionists and other district specialists to ensure coordinated behavioral supports.
  • Demonstrate expertise in Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered System of Supports (MTSS).
  • Deliver professional development and coaching on:
    • De-escalation techniques
    • Functional Behavior Assessments (FBAs)
    • Social skills instruction
    • Evidence-based social-emotional learning (SEL) interventions
    • Positive behavior support strategies
  • Provide ongoing consultation, coaching, modeling, and technical assistance to school staff to strengthen effective behavior management practices.
  • Support middle and high school staff in implementing behavior intervention plans and evidence-based practices.
  • Promote inclusive educational opportunities and support student participation in the least restrictive environment whenever appropriate.
  • Follow district, state, and federal policies, procedures, and regulations related to behavioral interventions and special education services.
  • Advocate for students by supporting the district's mission, vision, and commitment to equitable educational opportunities.
  • Collaborate effectively with multidisciplinary teams, including teachers, school psychologists, counselors, administrators, and related service providers.
  • Perform additional duties as assigned.
  • Have a strong understanding of Ukeru and Crisis Prevention Institute (CPI)
  • Knowledge of Restrictive Procedures with the ability to coach, mentor, debrief and provide feedback to staff.
QUALIFICATIONS
  • Bachelor's degree required; Master's degree in Special Education, School Psychology, Behavior Analysis, Counseling, Social Work, Education, or a related field preferred.
  • BCBA license preferred, or special education license.
  • Trained in Ukeru and/or CPI.
  • Experience supporting students with behavioral, emotional, and social needs in educational settings.
  • Knowledge of PBIS, MTSS, Functional Behavior Assessments, Behavior Intervention Plans, and evidence-based behavioral interventions.
  • Experience providing professional development, coaching, and consultation to school staff.
  • Strong collaboration, communication, organizational, and problem-solving skills.
  • Ability to analyze behavioral data and use data to inform intervention planning.
  • Ability to work independently while collaborating effectively with multidisciplinary teams.
KNOWLEDGE, SKILLS, AND ABILITIES
  • Expertise in behavior assessment and intervention.
  • Strong understanding of social-emotional learning practices.
  • Knowledge of special education laws, procedures, and best practices.
  • Excellent interpersonal, presentation, and facilitation skills.
  • Ability to build positive relationships with students, families, and staff.
  • Strong written and verbal communication skills.
  • Commitment to equity, inclusion, and student-centered practices.


APPLICATION PROCEDURE
Apply on-line at www.applitrack.com/rdale/onlineapp

POSTING OPEN UNTIL FILLED
Equal Opportunity Employer

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description.

We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described.

Equity is one of District 281 core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students. District 281 will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance

Anh Tran
Human Resources Program Director
4148 Winnetka Avenue North
New Hope, MN 55427

About the Company

R

Robbinsdale Area Schools

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