Professional Development Coach Jobs in Champaign, IL

Position: Behavioral MTSS Clinical Professional

Area: Behavioral MTSS Team

Reports to: Behavioral MTSS Specialist

Grade Level: PreK-8 (for 2026-2027, primarily K-5)

Job Summary

The Behavioral MTSS Clinical Professional provides leadership, support, and implementation assistance for behavioral and social-emotional programs and services designed to enhance students' educational, social, emotional, and behavioral success. The position builds staff capacity through coaching, consultation, collaboration, modeling, and professional development. The Clinical Professional also provides direct student intervention, behavioral observation, data collection and analysis, crisis-response support, and behavioral services for students with intensive needs. The position supports the District's development of consistent, proactive, restorative, and evidence-based behavioral systems aligned with a Multi-Tiered System of Supports framework. The employee works within the scope of the employee's professional license and qualifications and collaborates with appropriately licensed and endorsed personnel when services are part of a special-education evaluation, IEP, or related-service requirement.

General Qualifications

• Education and Licensure: Holds an active Illinois Licensed Social Worker (LSW), Licensed Clinical Social Worker (LCSW), Licensed Professional Counselor (LPC), Licensed Clinical Professional Counselor (LCPC), or other professional license appropriate to the assigned duties. The employee must meet the education and experience requirements associated with the applicable Illinois license.
• Experience: Successful experience working with students demonstrating social, emotional, behavioral, or trauma-related needs within an educational setting.
• Leadership: Demonstrated leadership capacity through coaching, professional learning communities, instructional leadership teams, MTSS/problem-solving teams, or related school improvement work.
• Demonstrated knowledge of:
  • Functional behavioral assessment concepts, function-based intervention planning, and the development, implementation, and monitoring of behavioral support plans.
  • Function-based intervention planning, implementation, and progress monitoring
  • Multi-Tiered Systems of Support (MTSS) for behavior and social/emotional supports
  • Evidence-based behavioral interventions and de-escalation strategies
  • Trauma-informed, restorative, and relationship-based practices
  • Child and adolescent social/emotional and behavioral development
  • Data collection, behavioral analysis, and problem-solving processes
  • Classroom behavior supports and positive learning environments
  • Collaboration with multidisciplinary teams, families, and community agencies
• Physical/Travel: Willingness to travel between schools and ability to be trained in approved District-approved crisis prevention, de-escalation, and physical safety procedures, including physical restraint techniques when applicable..

Essential Duties & Responsibilities

Assessment and Intervention

• Conducts behavioral observations, collects and analyzes behavioral data, and assists with functional behavioral assessment processes to identify factors contributing to student behavior and guide intervention planning. When an FBA is part of a special-education evaluation, IEP process, manifestation determination, or placement decision, the employee collaborates with appropriately licensed and endorsed personnel.
• Develops, recommends, implements, and monitors behavioral support plans and assists multidisciplinary teams in developing and reviewing Behavior Intervention Plans aligned with student needs, behavioral data, district MTSS procedures, and applicable special-education requirements. 
• Plans (BIPs) aligned with student needs, behavioral data, and district MTSS procedures.
• Uses behavioral observations, interviews, record reviews, screening tools, rating scales, and other data-collection methods within the employee's professional qualifications to identify student needs and support intervention planning. The employee does not independently conduct or sign special-education evaluations requiring a PEL-endorsed professional.
• Uses behavioral and social/emotional data to monitor student progress, evaluate intervention effectiveness, and support data-based problem-solving teams.
• Assists staff in identifying appropriate Tier 1, Tier 2, and Tier 3 behavioral supports and interventions.
• Provides consultation and recommendations regarding behavior intervention strategies, environmental supports, and student skill development.
• Participates in crisis response, behavioral risk assessment, and safety planning as needed.
• Supports the development of proactive and preventative behavioral systems that promote positive student outcomes and reduce exclusionary discipline practices.

Teacher Coaching and Capacity Building

• Provides professional development, coaching, and modeling to support staff implementation of positive behavioral supports and classroom management practices.
• Assists staff in defining and measuring behavior, understanding principles of reinforcement, and identifying behavioral antecedents and triggers.
• Collaborates with teachers regarding classroom organization, behavior supports, and effective intervention strategies.
• Supports staff in implementing behavioral interventions with consistency and fidelity across settings.
• Assists building teams in developing proactive classroom systems and positive learning environments.
• Provides consultative feedback regarding child and adolescent development, family and environmental factors.

Instructional & Behavioral Support

• Supports the implementation of schoolwide behavioral expectations and Tier 1 behavioral systems.
• Provides direct Tier 2 and Tier 3 behavioral intervention services for students with intensive social-emotional or behavioral needs within the scope of the employee's professional license and qualifications.
• Models de-escalation, co-regulation, conflict resolution, and restorative problem-solving strategies with students and staff.
• Assists schools in developing systems that increase instructional access and reduce exclusionary discipline practices.
• Facilitates or supports social/emotional learning opportunities for individual students and small groups.
• Assists with re-entry planning and behavioral transition supports for students returning from crisis, suspension, hospitalization, or alternative placements in collaboration with families, school personnel, and outside providers, as appropriate.

Collaboration & Communication

• Collaborates with administrators, teachers, school psychologists, counselors, special education staff, and related service providers to support student success.
• Participates in MTSS, IEP, 504, manifestation determination, and problem-solving meetings as appropriate, providing behavioral data, intervention information, and consultative input within the scope of the employee's professional qualifications.
• Maintains timely and accurate documentation, progress monitoring records, and communication logs.
• Communicates effectively with families regarding student progress, interventions, and available supports.
• Assists in coordinating school and community-based services for students and families.
• Supports building and district teams in analyzing behavioral trends and identifying areas for systems improvement.

Direct Student and Family Support

• Provides direct social-emotional and behavioral intervention and support services to students individually and in small groups within the scope of the employee's professional license and qualifications.
• Makes home visits and serves as a liaison between the school, families, and community organizations to support student needs.
• Provides families with strategies, resources, and support to strengthen positive student behavior and social/emotional development.
• Assists families in accessing community resources and support services when appropriate.
• Supports student problem-solving, conflict resolution, self-regulation, and coping skill development.

Other Important Information

• This position is non-evaluative and separate from the formal supervisory role of building administrators. The Behavioral MTSS Clinical Professional  supports, coaches, and collaborates with staff but does not conduct formal evaluations or supervision.

Mental Demands and Working Conditions

• Communication: Must effectively communicate with students, parents, staff, and community members in both verbal and written formats.
• Stress Management: Ability to maintain emotional control and composure under stressful or crisis situations.
• Environment: Works in indoor and outdoor school settings with exposure to noise, lawn mowing, music, odors of food, mowed grass, varying temperatures, and possible communicable diseases.
• Attendance: Regular work attendance is a requirement of the position.

PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities

 Employee is required to: 

Never 

1-33%  

Occasionally

34-66%  

Frequently

66-100%  

Continuously

 Stand 

     

X

Walk 

     

X

Sit 

 

X

   

 Use hands dexterously (use fingers to handle, feel) 

   

X

 

 Reach with hands and arms 

   

X

 

Climb or balance 

 

X

   

Stoop/kneel/crouch or crawl 

   

X

 

Talk or hear 

     

X

Smell 

 

X

   

Physical (Lift & carry): 

up to 10 pounds 

   

X

 

up to 25 pounds 

   

X

 

up to 50 pounds 

 

X

   

up to 75 pounds 

X

     

up to 100 pounds 

X

     

more than 100 pounds 

X