Positive Behavior Support Jobs in Bloomington, IN

Reports to: Building Principal

Evaluated by: Building Principal

Contract Days: 185

Summary: The Elementary Student Success Coordinator serves as a key member of the school leadership team, supporting students' academic, behavioral, social, emotional, and attendance needs. This position works collaboratively with students, families, teachers, administrators, and support personnel to foster a positive school climate and ensure students receive timely and appropriate interventions and support.

The Elementary Student Success Coordinator provides leadership for student behavior support, attendance monitoring and intervention, coordination of student support services, and implementation of school-wide student success initiatives. The position serves as a student-centered leader focused on building strong relationships and removing barriers to student success.

This is a GRANT-FUNDED position.

*This U.S Department of Education School-Based Mental Health Grant position is part of a multi-year, $2.9 million grant. Contract extension will be based upon satisfactory performance and continued funding of the grant.

Experience & Qualifications:

Required

• Valid Indiana teaching license.
• Minimum of five (5) years of successful teaching experience.
• Demonstrated ability to build positive relationships with students, families, and staff.
• Strong communication, organization, and problem-solving skills.
• Ability to maintain confidentiality and exercise sound professional judgment.
• Experience working collaboratively within a team environment.

Preferred

• Indiana administrative license.
• Experience in student services, MTSS, behavior support, attendance intervention, counseling, social work, educational leadership, or related fields.
• Experience leading teams, facilitating meetings, or coordinating school-wide initiatives.
• Additional qualifications as the Board or the State of Indiana shall require

Essential Duties and Responsibilities: Other duties as assigned.

Student Behavior and School Climate:

• Support the implementation of school-wide behavior expectations and positive behavior supports.
• Assist with student behavior interventions and restorative practices.
• Work directly with students experiencing behavioral, social, emotional, or attendance challenges.
• Collaborate with teachers and the mental health providers to develop and implement student support plans.
• Help maintain a positive, safe, and supportive learning environment for all students.
• Build meaningful and trusting relationships with students, teachers, and families.

Attendance and Family Engagement

• Monitor student attendance data and identify attendance concerns.
• Coordinate attendance interventions in collaboration with the front office, Family Liaison, and administration.
• Communicate regularly with families regarding attendance, behavior, and student support needs.
• Facilitate meetings with families to address barriers to student success.
• Connect families with school and community resources as appropriate.

Student Services and Mental Health Support

• Participate in Student Services Team meetings and related problem-solving teams.
• Collaborate closely with school counselors, social workers, mental health providers, special education staff, and other support personnel.
• Assist in coordinating services and interventions for students requiring additional support.
• Support the implementation of mental health initiatives and student wellness programs.
• Serve as a liaison between school personnel, families, and community support agencies when appropriate.

School-Wide Student Success Initiatives

• Assist with planning, implementation, and evaluation of school-wide programs designed to improve student outcomes.
• Utilize student data to identify needs and support intervention efforts.
• Support Multi-Tiered Systems of Support (MTSS) processes and interventions for behaviors.
• Collaborate with administrators and staff to improve student engagement, attendance, behavior, and achievement.
• Serve as a member of the building leadership team as assigned.

Administrative & Evaluation:

• Actively participate in building-wide student services meetings, collaborative planning, and professional development.
• Use computer applications such as spreadsheets, word processing, calendars, e-mail, and database software in performing work assignments.
• Other duties as assigned. 

Additional Responsibilities - K-2 Elementary Student Success Coordinator:

In addition to the responsibilities listed above, the K-2 Elementary Student Success Coordinator shall:

• Provide leadership and oversight for the district's PK-5 Before and After School Program.
• Coordinate staffing, scheduling, student enrollment, communication, and daily operations of the program.
• Ensure compliance with all district policies and program requirements.
• Collaborate with program staff, school administrators, and families to provide high-quality programming that supports student growth and development.

Additional Responsibilities - 3-5 Elementary Student Success Coordinator:

In addition to the responsibilities listed above, the 3-5 Elementary Student Success Coordinator shall:

• Provide leadership and oversight for the district's K-5 High Ability Program.
• Coordinate identification, placement, communication, and programming for high ability students in collaboration with district and building staff.
• Oversee administration and coordination of high ability screening and assessment processes.
• Coordinate student testing, data collection, and parent notifications related to high ability identification and placement.
• Manage communication and notification processes for kindergarten, second grade, and fifth grade high ability screening and placement procedures.
• Collaborate with teachers and administrators to ensure appropriate services and learning opportunities for identified students.

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

LANGUAGE SKILLS:

Ability to read and analyze, and interpret educational periodicals and professional journals, technical procedures, or governmental regulations. Ability to write reports, correspondence, and administrative procedures. Ability to effectively present information and respond to questions from groups of administrators, staff, and the general public.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES: 

Must be able to speak on demand to large groups of people. Must be able to transport between school buildings, districts and cities. Ability to apply knowledge of current research and theory in a specific field. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of policies.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand, walk, sit and talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or The employee must occasionally lift and/or move 10 to 20 pound items. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

WORK ENVIRONMENT:

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.

The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned.