Student Support Coach

Hamilton County Schools•Chattanooga, TN

About The Position

Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits. We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County. Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030. Loftis Middle School is a grades 6–8 school located in Hixson, Tennessee, just north of Chattanooga. At Loftis, our work is grounded in joy, purpose, and a deep commitment to keeping students at the center of every decision we make. We believe meaningful learning happens when students feel known, valued, and challenged in a supportive and engaging environment. Teachers at Loftis have a strong understanding of how to use data to inform instruction, plan with intention, and collaborate within both horizontal and vertical teams to meet the diverse needs of students. We value reflective practice and believe that continuous growth—for both students and adults—is essential to a thriving school community. We are seeking educators who bring a growth mindset, a collaborative spirit, and a genuine love for teaching and learning. Our teachers understand the importance of clear procedures, strong relationships, purposeful planning, state standards, and instructional best practices—all while fostering a classroom culture rooted in joy, belonging, and high expectations. The SEAD (Social, Emotional, and Academic Development) Coach serves as a member of the school-based support team by providing support and assistance to students, staff, and families using best practices for assisting individuals and groups of students through the application of positive behavior supports. This position will support the implementation of Response to Intervention Behavior (RTI2-B), Multi-tiered System of Support (MTSS), and the framework for implementing Social Emotional Learning including the five competencies (Self-Management, Self-Awareness, Social Awareness, Responsible Decision Making, and Positive Relationships) within school. This includes the use of data to inform prevention and intervention practices. This position also supports student success planning. The SEAD Coach will also help coordinate functional assessments of behavior and behavior intervention plans that address students’ challenging behaviors and provide a means to help students become more academically successful. The purpose of this job is to support district efforts to decrease behavior infractions/suspensions and increase positive behavior and achievement for all students by implementing Hamilton County frameworks while mentoring, coaching, and assisting teachers with planning, classroom strategies and knowledge of requirements.

Requirements

Bachelor’s Degree required in education, social work, or related field. Master’s degree preferred in education, social work, mental health counseling, or closely related field.
Must have valid TN teaching license.
Must have at least three years of children or family support required through a position such as a certified teacher, social worker, counselor, or mental health professional.
Demonstrated experience and training in restorative practices, required.
Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, parents, and community members.
Knowledgeable about formative and diagnostic assessments and research based SEL practices.
Understanding of best practices for SEL, RTI2B.
Additional Training Required: Training will be provided by the district and/or partners and consultants
RTI2B/MTSS
PBIS
COMP
Restorative Practices
Trauma Informed Schools
Coaching Adults
De-Escalation
Restraints
Other trainings as assigned

Nice To Haves

Master’s degree preferred in education, social work, mental health counseling, or closely related field.
Experience in facilitating professional learning highly preferred.
Previous experience working with a district coach is preferred.

Responsibilities

Supports the school community with implementing systems for positive behavior through:
Implementing RTI2B, MTSS interventions and supports at the school level. This includes the use of data to inform prevention and intervention practices.
Conducting workshops, trainings, in-service presentations, etc. in classroom management techniques and other topics for developing the behavior proficiency of staff – including, but not limited to: PBIS, Restorative Practices, Trauma Informed Schools, De-Escalation, COMP, Restraints)
Providing behavioral support and oversight for school
Developing and conducts professional development for schools and supports district-wide PD
Developing instructional strategy materials (includes reports) to support school personnel
Working collaboratively with Behavior Intervention teachers, Bridge Teachers (where appropriate), Deans of Students, ISS Monitors and other school-based staff serving in behavior support roles by helping them implement SEL (social emotional learning) strategies
Working in conjunction with RTI2B team to address student, school, and district needs/priorities.
Developing data collection systems in collaboration with school personnel to track behavior and academic progress
Supporting Implementation of Social Emotional Learning including the five competencies.
Collaborating with outside service providers.
Working with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of instructional strategies.
Serving as a SEL advisor to teachers and administrators.
Conducting regular meetings with classroom teachers to examine student behavior and monitor progress to support teacher reflection and action.
Conducting demonstration lessons focused on creating positive classroom environments and implementing classroom behavior management strategies for teachers, teams of teachers, grade levels, or departments utilizing the gradual release model.
Assisting teachers in organizing classroom and selecting appropriate and meaningful materials for growth.
Developing and maintaining weekly schedules to support teachers.
Working closely with school administration to develop school and teacher support plans.
Reviewing a variety of student assessment data to ensure continuous improvement in measurable student performance, behavior, and achievement. Assists teachers in disaggregating and analyzing district and state achievement, growth, behavior, and attendance data to help guide classroom level decisions.
Using assessment data to assist teachers and administrators with placement of students in appropriate instructional or intervention groups.
Planning and presenting school-based professional learning sessions for professional personnel. Provides follow-up by supporting and coaching teachers in the use of the presented strategies in their classrooms.
Helping improve instruction by engaging teachers in intensive professional development and promotion of a school-based professional learning community.
Supports individual student behavior through:
Observing students referred to them and/or RTI2B team, making recommendations, and assisting with implementation by modeling interventions, coaching, and providing support and instruction of intervention procedures to the school personnel.
Conducting functional behavior assessments and develops behavior intervention plans to support students throughout the school environment.
Overseeing the development of function-based behavior plans for students.
Providing reflective and/or restorative responses to student behavior inclusive of local discipline options i.e.. reset spaces, lunch detention, after-school detention, etc.
Providing coaching to staff to support the implementation and fidelity of function-based behavior plans.
Coaching and mentoring classroom teachers in effective practices.
Providing case management to students referred for social and emotional support
Providing SEL lessons or supports in alternative classrooms or programs during the school day, as needed.
Encourages learning, growth and achievement and demonstrates life-long learning of best practices.
Establishes positive rapport with administration and staff.
Attends and participates in all required meetings.
Attends all summer professional learning sessions. Continues professional growth and strengthens professional teaching, knowledge, skills, and strategies through an ongoing program of workshops, seminars, conferences and/or advance course work.
Complies with accounting and financial policies and procedures involving the handling of money and property, as well as other Board policies.
Maintains appropriate training and credentials and acknowledges that continued employment with the Hamilton County Department of Education is contingent upon providing required documentation to validate licensure in a timely manner.
Implements district, state, and federal policies, regulations, and laws.
Communicates through the proper channels to keep appropriate personnel informed of impending problems or events of unusual nature.
Participates in faculty meetings, professional development, educational conferences, and other activities that promote professional growth and student achievement.
Works collaboratively with administrators, faculty, staff, and district personnel.
Attends monthly district trainings.
Use computers and other technology to enter and access information related to essential job functions.
Performs general/clerical tasks, which may include answering telephone calls, typing documents, making copies, sending/receiving faxes, filing documentation, or processing incoming/outgoing mail.
Performs other duties as assigned.