Behavioral Health Coach

Position Summary

The Behavioral Health Coach enhances PreK–12 learning environments by building districtwide capacity to support students with behavioral health and social-emotional needs. The position provides trauma-and stress-informed de-escalation training, develops and delivers curriculum for the Behavioral Health Coaching & Training Academy, and offers individualized coaching, classroom support, and consultation to educators and support staff. The role supports the implementation of behavior intervention strategies, assists with crisis response, contributes to multidisciplinary teams, and collaborates with Student Services, Safety and Risk Management, HR, and school-based staff to ensure safe, legally compliant, and culturally responsive practices. Through expert guidance, data-informed decision making, and a commitment to continuous improvement, the Behavioral Health Coach strengthens the district’s capacity to create safe, inclusive, and supportive environments for all students and staff.

Essential Performance Responsibilities

Incumbents may perform any combination of the essential performance responsibilities listed below.

1. Actively participates in team, school, and district initiatives by fostering collaboration, shared problem-solving, and a culture of mutual respect. Contributes ideas, supports colleagues, and advances common goals.
2. Demonstrates commitment to continuous learning by seeking feedback, pursuing professional growth opportunities, and applying new knowledge and skills to improve performance and service.
3. Provides high-quality, values-aligned service to internal and external customers by responding with accuracy, efficiency, and empathy. Maintains a positive, solutions-oriented approach in all interactions.
4. Identifies opportunities for improvement and contributes to process innovation by recommending or implementing changes that enhance efficiency, service, or outcomes. Demonstrates openness to new ideas and approaches.
5. Trains educators and support staff in trauma- and stress-informed de-escalation and student support strategies aligned with district goals and legal requirements.
6. Develops, delivers, and updates curriculum, training modules, and materials for the Behavioral Health Coaching & Training Academy.
7. Provides coaching, mentoring, and consultation to staff on behavioral health principles, classroom management, and culturally responsive support strategies.
8. Observes classroom and program environments, provides feedback, and models effective practices to strengthen staff capacity.
9. Supports districtwide implementation of behavior intervention strategies and preventative practices promoting student safety and success.
10. Assists in developing and implementing student-specific safety plans in collaboration with school and district staff.
11. Provides direct support to the district’s Rapid Response Team during acute behavioral health situations.
12. Participates in multidisciplinary teams, including STAT and SIRC, ensuring communication of relevant information.
13. Collaborates with Safety and Risk Management and Student Services regarding incidents involving staff injuries related to student behavior.
14. Facilitates New Employee Orientation sessions in partnership with Human Resources.
15. Maintains educational resources, training records, coaching data, reports, and required documentation.
16. Reviews, interprets, and applies federal, state, and local laws and policies related to behavior management and training requirements.
17. Monitors documentation submitted to the district’s Restraint and Seclusion Portal for accuracy and compliance.
18. Performs other duties related to the position, as assigned.

Knowledge, Skills, and Abilities

1. Knowledge of organizational policies and procedures, and the ability to learn and apply district-specific standards.
2. Knowledge of behavioral science, developmental psychology, and trauma-informed practices, including ACES, PACE, Restorative Practices, PBIS, and Functional Behavior Assessments (FBA).
3. Knowledge of special education laws, regulations, and procedures, including FAPE, IDEA, IEP development, diagnostic codes, and behavior support planning.
4. Knowledge of evidence-based strategies for student supervision, classroom management, de-escalation, and response to aggressive or assaultive behavior.
5. Knowledge of adult learning theory and effective professional development practices.
6. Strong oral and written communication skills appropriate to the responsibilities of the role.
7. Skill in using common technology tools—including email, productivity applications, digital communication platforms, and district systems—with the ability to learn new tools as needed.
8. Skill in designing, delivering, adapting, and evaluating training, coaching, and instructional programs for staff supporting students with significant needs.
9. Skill in analyzing behavioral data and student behavior patterns to inform coaching, intervention, and system improvement strategies.
10. Skill in monitoring, documenting, and evaluating staff progress, training outcomes, and program effectiveness.
11. Skill in time management, planning, prioritization, and coordination of responsibilities across multiple sites or programs.
12. Skill in collaboration, negotiation, persuasion, and conflict resolution to support positive engagement and cross-functional teamwork.
13. Skill in systems analysis and problem-solving to improve behavioral support processes and service delivery.
14. Ability to build and maintain positive, productive, and culturally responsive relationships with students, staff, families, and community partners.
15. Ability to provide timely, accurate, courteous, and empathetic service that reflects district core values.
16. Ability to exercise sound judgment, maintain confidentiality, and navigate sensitive situations with professionalism, discretion, and integrity.
17. Ability to work effectively under deadlines, interruptions, and changing or competing priorities.
18. Ability to use technology effectively for communication, organization, and completion of work tasks, including district platforms such as Google Workspace and Microsoft Office 365.
19. Ability to remain calm, professional, and effective in high-stress or crisis situations.
20. Ability to support and coach staff working with students with moderate to severe disabilities and complex behavioral challenges.
21. Ability to communicate clearly and professionally in writing and speech, including in challenging or sensitive situations.
22. Ability to manage multiple priorities with minimal supervision and adapt to changing demands.
23. Ability to perform general clerical and administrative tasks, including maintaining training records, databases, and schedules.
24. Ability to participate in and apply ongoing professional learning, in-service training, and workshops.

Minimum Qualifications

Any combination of training, experience, and/or education may be considered in meeting these position requirements.

Education

Bachelor's degree with major coursework in psychology, behavioral science or special education, or related field.

Experience

1. At least six (6) years of full-time experience in behavior management and crisis intervention within educational or clinical settings, including hands-on work with students facing severe behavioral health challenges. Extensive experience in training and supporting staff, developing and delivering engaging presentations for diverse audiences, and providing leadership in crisis response situations.
2. Strong background in creating behavior intervention plans, conducting functional behavior assessments, and mentoring instructional staff.
3. Demonstrated ability to adjust intervention strategies based on student needs and staff feedback.

Licenses, Certifications, and Other Requirements

1. Possession of a valid US driver’s license and availability of private transportation (mileage reimbursement provided)
2. Possession of, or ability to obtain, first aid/CPR certification.
3. Possession of, or ability to obtain, Youth Mental Health First Aid trainer certification.
4. Possession of, or ability to obtain Mandt System®, Crisis Prevention Institute® (CPI), and Ukeru System© instructor certifications.

Working Conditions

Physical Demands

1. Constantly (more than 5.6 hours or 69% of the day): Finger Dexterity, Hearing, Repetitive Motion, Sitting
2. Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Color Vision, Multi-limb Coordination, Standing, Walking
3. Occasionally (Up to 2.5 hours or 32% of the day): Balancing, Carrying/Lifting, Crouching/Kneeling, Pulling/Pushing, Reaching,
4. Rarely: (Less than 1 hour or 12% of the day): Climbing, Crawling

Work Type/Physical Demands

Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.

Mental and Psychological Demands

Medium: Work regularly requires sustained attention, multitasking, and problem-solving in a school or district environment. Stress may increase during peak academic periods, when schedules shift, or when responding to unexpected student, family, or staff needs. Responsibilities may include occasional challenging interactions, managing emotions in sensitive conversations, and at times working under tightened deadlines. Exposure to frustration or criticism from students, families, staff, or community members may occur but is not persistent.

Working Environment

Moderate risk and discomfort: Work may occur in school buildings, student support environments, service centers, or district departments where moderate behavioral, physical, or environmental risks may arise. This may include working around cleaning agents or kitchen equipment, supporting students with behavioral or special needs, or exposure to bodily fluids. Protective gear such as gloves, masks, or goggles may be required. Noise, interruptions, and occasional behavioral interventions may occur.

EEO Statement

Salem-Keizer Public School is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, age, disability, or sex, including pregnancy, sexual orientation, and gender identity and other characteristics protected by law. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.

Representative Duties

This job description is intended to accurately reflect the duties, responsibilities, and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. The district reserves the right to modify, add, or remove duties and assign other duties as necessary.

Revision Date(s):

08/01/2025 – Created – transition from Behavioral Intervention Trainer