Behavior Intervention Coach & MTSS Leader

Tulsa Public Schools; Tulsa (OK); On-site; USD 50,000 - 78,000; Full time

Job summary

Tulsa Public Schools is seeking an Early Intervention Mentor to serve as a year-round behavioral support leader, providing coaching, planning, and professional development to strengthen school-based capacity in behavior intervention.

The role supports standardized FFBA and BIP implementations, guiding teams in trauma-informed, culturally responsive practices to reduce lost instructional time and improve districtwide outcomes.

Qualifications

• Bachelor’s degree required; preferred in social work, psychology, child development, or related field.
• Three years of experience in education, social work, or mental health.
• Oklahoma Teacher’s Certification preferred and maintained throughout employment.

Responsibilities

• Coaches and supports school teams in implementing schoolwide and tiered positive behavior supports.
• Supports development and implementation of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP).
• Delivers professional learning on classroom management, positive behavior support, and cultural competency.
• Models and observes effective classroom management techniques.
• Collaborates with MTSS teams, teachers, and administrators to support students needing behavior intervention.
• Collects and analyzes behavioral data to inform plans and evaluate results.

Skills

Verbal communication

Written communication

Collaboration

Behavior modification

Trauma-informed practices

Positive behavior support

Microsoft Office

Google Workspace

Bilingual Spanish

Education

Bachelor’s degree in social work / psychology / child development / special education

Tools

Microsoft Office

Google Workspace

Job description

Tulsa Public Schools is seeking an Early Intervention Mentor to serve as a year-round behavioral support leader, providing coaching, planning, and professional development to strengthen school-based capacity in behavior intervention.

The role supports standardized FFBA and BIP implementations, guiding teams in trauma-informed, culturally responsive practices to reduce lost instructional time and improve districtwide outcomes.