Behavior Coach - TOSA, Special Education
Student Support Services Office
195 Contract days, Permanent Contract 2025-2026 School Year
1.0 FTE
Application Deadline: Open Until Filled. Apply through gbsdjobs.com
Qualifications: Appropriate Oregon license and current First Aid Card. This vacancy is open to Licensed Special Education Teachers, Licensed Clinical Social Workers (LCSW), Licensed School Psychologists, and Board Certified Behavior Analysts (BCBA)
Compensation: Salary and stipends are prorated based on FTE and start/end dates of the position.
- 2025-2026 Annual Salary Range $51,120 - $106,235 (195/196 Day Contract). Initial placement on the salary schedule is based on education and contracted licensed experience.
- This position is eligible to receive a specialty stipend of $2,907 for the 2025-2026 School Year.
- As a licensed employee, you are eligible to receive a specialty stipend of $2,000 if certified Multilingual in Spanish, Arabic, Ukrainian, or Russian. Must pass a standardized proficiency test of language.
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.
POSITION SUMMARY: The “Behavior Coach - TOSA” will work with schools, Special Education Directors and the Executive Director of Student Support Services to: Provide behavioral support, assistance and guidance to schools using a coaching model; Plan and facilitate staff development in the area of behavior interventions, instructional strategies to address behavioral issues, restorative practices and Mandt system; Facilitate Functional Behavior Assessments for high needs students and assist in the development of Behavior Intervention Plans to support high needs students in Gresham- Barlow School District; Provide direct instruction in behavioral and social-emotional skills based on student individualized education plans (IEPs); Facilitate collaborative support teams as needed in schools; and carry out annual evaluations of out-of-district placement settings.
MINIMUM QUALIFICATIONS
Education, Training, Experience, Licensure and Certification
PREFERRED QUALIFICATIONS
A minimum of three years of experience working with students with disabilities in Oregon
Knowledge of Special Education and Americans with Disabilities law
Effective and demonstrated skills in:
Communication, both written and oral
Conflict resolution
Interpersonal skills with individuals, teams and groups (student, parent, educator, specialist, administrator and support staff)
Working collaboratively with various groups within the school and in the community
Coaching and training adult learners individually and in small and large groups
Providing curriculum and instructional strategy consultation regarding student behavior
Time management
Problem-solving and creative development of solutions
Planning and facilitating meetings
Gaining consensus in groups and among diverse audiences
MAJOR RESPONSIBILITIES AND DUTIES
Be an expert and coach in student behaviors in the school setting;
Develop, implement and train on effective strategies and the development of positive behavioral intervention plans, Mandt system, Functional Behavioral Assessments and Behavior Intervention Plans;
Provide direct instruction in behavioral and social-emotional skills based on student individualized education plans (IEPs),
Plan and provide training to educational assistants in regards to behavioral interventions and strategies, restorative practices and Mandt system;
Design, plan, coordinate and provide staff development opportunities for licensed and classified staff on meeting needs of students with behavioral needs;
Work with schools on students transferring back from more restrictive behavioral and mental health placements and students who move into the district with serious behavioral needs;
Participate on department leadership, coaching and/or professional development teams;
Observe students in various settings to determine student needs;
Assist in the annual evaluation of out-of-district placements for the purpose of recommending placement options;
Perform other duties as assigned by the Director of Special Education and Executive Director of Student Support Services.
Prompt and regular attendance.
PHYSICAL REQUIREMENTS:
Sit, stand or walk for prolonged periods of time
Talk and hear conversations
Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
Reach for and handle objects
Use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus
Regularly focus on a computer screen
Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion
WORKPLACE EXPECTATIONS:
Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
Dress in a professional and appropriate manner for the assignment and the work setting
Work independently in the performance of routine duties
Follow all District policies and work procedures
Utilize the District’s electronics systems and applications only for purposes related to the position
Participate in required meetings and trainings related to the position
Cultivate and model a respectful working and learning environment
Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment.
Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.
