Behavior Coach

Ottawa Area Center

Allendale Charter Township (MI)

On-site

USD 72,000 - 89,000

Full time

3 days ago

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Benefits offered by this job

Health insurance

Dental insurance

Vision insurance

Retirement plan

Job summary

Ottawa Area ISD is seeking a Behavior Coach to lead Tier 2 interventions within MTSS for K-12 students. You will coordinate intervention plans, analyze data, and coach staff to implement behavioral strategies with fidelity.

The role requires a Master’s degree in school social work or psychology (or BCBA) and 3–5 years of related experience. This is a full‑time, on‑site position with a comprehensive benefits package in Michigan.

Qualifications

Master's degree in school social work or school psychology or BCBA equivalent.
Experience with MTSS and K-12 behavioral support.
Ability to obtain BCBA certification within two years.

Responsibilities

Coordinate Tier 2 behavioral support processes and intervention plans.
Provide coaching and professional learning to staff.
Maintain data collection and fidelity checks for interventions.
Review SWIS and other data to identify trends and guide decisions.
Collaborate with administration and staff to implement student plans.
Ensure confidentiality and accurate documentation.

Skills

MTSS knowledge

Behavior data analysis

Staff coaching

Collaboration

Training delivery

Data confidentiality

Education

Master's degree in school social work/psychology or BCBA

Tools

Google Workspace

SWIS

MiPSE

Infinite Campus

Job description

Starting Date: Immediately

Job Description

Job title: Behavior Coach

Reports to: Ottawa Area Center Director

Position Summary

The Behavior Coach provides leadership and targeted behavioral support within OAC’s Multi‑Tiered System of Supports (MTSS), with a primary focus on Tier 2 interventions. This position coordinates the development, implementation, and monitoring of targeted behavioral intervention plans; supports the use of behavioral data to identify student needs and evaluate intervention effectiveness; and provides staff coaching, modeling, and professional learning to promote consistent implementation of behavioral strategies. The Behavior Coach supports the review and analysis of behavioral data to identify patterns, guide prevention efforts, and inform decision‑making. Working collaboratively with administration, the Behavior Consultant, instructional coaches, teachers, and support staff, the Behavior Coach strengthens the consistency, fidelity, and effectiveness of behavioral interventions to improve student outcomes and build a comprehensive and proactive system of support.

Essential Functions/Responsibilities

Coordinate the Tier 2 behavioral support process, including reviewing referrals, developing intervention plans, and facilitating follow‑up meetings to review progress and determine next steps.
Develop, implement, and review targeted Tier 2 behavioral interventions based on student needs, data, and established practices.
Provide coaching, modeling, consultation, and professional learning to staff to support effective implementation of behavioral strategies.
Establish and monitor consistent data collection and implementation fidelity, provide feedback, address barriers, and identify when additional coaching or support is needed to evaluate intervention effectiveness and guide data‑based decisions.
Maintain, review, and analyze SWIS and other behavioral data to identify trends, guide prevention efforts, and inform program‑level decisions.
Track and analyze behavioral data to identify patterns, evaluate outcomes, and support prevention efforts.
Collaborate with administration, the Behavior Consultant, instructional coaches, teachers, related service providers, and support staff to coordinate behavioral supports and promote consistent implementation of student plans.
Identify staff training needs and provide resources, guidance, and follow‑up support to strengthen competency in implementing behavioral interventions, while maintaining required training records and compliance documentation and participating in professional learning, program planning, and other duties as assigned.
Maintain accurate documentation of intervention plans, data, coaching, fidelity checks, training, and follow‑up activities while protecting student confidentiality.
Participate in MTSS and Building Implementation Team (BIT) meetings by preparing and analyzing behavioral data, evaluating Tier 2 supports, and contributing to data‑based decisions and system improvements.
Performs other functions as assigned.

These functions and responsibilities are judged to be “essential functions” in terms of the Americans with Disabilities Act (ADA). The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all functions that may be performed by such a person.

Employment Qualifications

Education: Master's degree with school social work or school psychology credential; or Master's degree with BCBA certification (or ability to obtain within two years) and experience in the special education field.

Experience:

Requires three (3) to five (5) years of related experience. Experience working with K–12 and post‑secondary students in a school or educational setting with students with differing abilities, cognitive impairments, and/or various behavioral needs is preferred.

Supervisory Responsibilities:

None.

Certificates, Licenses, and/or Registrations:

School Social Worker or School Psychologist; or BCBA (or able to obtain within two years of employment).

Required Knowledge, Skills, and Abilities

To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

Knowledge of MTSS frameworks, positive behavior supports, crisis prevention and intervention strategies, behavior intervention plans, and special education practices.
Knowledge of student support systems, IEP implementation, behavioral data collection, and educational programming for students with diverse learning and behavioral needs.
Proficiency with Google Workspace, SWIS, MiPSE, Infinite Campus, and other educational technology and data systems.
Certification or ability to maintain certification in Advanced CPI, Ukeru, KIP, and other approved behavioral support programs.
Experience providing intensive behavioral support and implementing evidence‑based interventions, with the ability to train, coach, mentor, and model effective behavioral practices for staff.
Strong leadership, communication, interpersonal, and relationship‑building skills.
Ability to provide constructive feedback while fostering professional growth and maintaining positive working relationships.
Ability to interpret student data, behavior plans, and IEP requirements to support effective implementation and student success.
Strong organizational and time‑management skills with the ability to balance training responsibilities, crisis response, coaching activities, and operational demands.
Ability to prioritize competing responsibilities, establish boundaries, and manage a high volume of work in a fast‑paced environment.
Ability to respond effectively and professionally during crisis situations and challenging behavioral incidents.
Ability to work collaboratively with multidisciplinary teams while promoting consistency, accountability, and implementation fidelity.
Ability to maintain confidentiality, professionalism, and sound judgment when working with students, staff, and families.
Commitment to continuous professional learning and staying current on behavior support, instructional practices, and compliance requirements.

Physical Requirements

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.

Must be able to lift up to 50 pounds at times with or without mechanical assistance.
The physical requirements of this position vary based on specific job assignments. Employees must be able to perform the essential functions of the position, with or without reasonable accommodation.

Work Environment

The noise level in the work environment is usually moderate to loud. This is not a virtual position.

Compensation

Pay: Salary range of $71,552-$89,440 commensurate with experience and qualifications.
Schedule: Full‑time, Full Year Balanced Calendar, 200 days per year
Benefits: Full benefits package, including health, dental, vision, disability, and life insurance. MPSERS provided retirement plan.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Ottawa Area ISD is an Equal Opportunity Employer. Please visit oaisd.org for more information.

Job Details

Job ID: 5979177

Application Deadline: Nov 02, 2026 11:59 PM (Eastern Standard Time)

Posted: Nov 01, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Requirements