CBVRCE 2025 NSTU-022 - Complex Behaviour Coach/Support (Elementary), Base: TBA (1 YEAR-Temp Assign)

Qualifications:  

• Bachelor of Education degree  

• Experienced teacher with at least 10 years' elementary classroom teaching experience specifically in grades 3 to 5 

• Proven experience as a classroom teacher with effective behavior management during full class instruction.  

• Strong knowledge of behavioral theories, classroom management techniques, and student development.  

• Excellent communication, interpersonal, and coaching skills.  

• Strong understanding of Culturally and Linguistically Responsive Pedagogy  

• Ability to develop actionable plans and implement effective interventions.  

• Possess well-developed organizational strategies to assist teachers to create a positive classroom environment  

• Ability to work collaboratively with diverse teams and manage multiple priorities.  

• Training or trauma aware and/or restorative practices  

• Knowledge evidence-based approaches in programming and intervention for students with behaviors of concern.  

• The ability to provide direction and support to teachers in relation to the skills required to effectively teach in a complex classroom  

Objective: 

These positions will provide support for classroom teachers in elementary schools with complex behavior management concerns through a trauma aware/informed lens. This role is designed to support teachers in addressing the unique academic, social, and emotional needs of students facing significant challenges, focusing on creating a supportive, structured environment that promotes positive behavior, emotional regulation, and academic success. The Coach will work with teachers to implement differentiated instruction while managing behavior and fostering resilience in students. These position(s) will offer the program to elementary schools with significant behavioral challenges in classrooms, providing specialized support where needed most.  

Responsibilities:  

Teaching and Instruction: Model and work with teachers to provide coaching on differentiated, trauma-informed instruction that meets the academic and developmental needs of their complex students with behavioral and emotional challenges. Develop flexible strategies based on classroom dynamics and student needs.   

Social-Emotional Support: Work closely with staff to develop social-emotional skill strategies for within the classroom, including self-regulation, conflict resolution, and effective communication. Use restorative practices to address conflicts and promote a positive classroom culture.  

Professional Development: Provide guidance and coaching to classroom teachers on effective strategies for managing challenging behaviors in the classroom. Lead professional development sessions focused on trauma-aware/informed care, de-escalation techniques, and restorative practices.  

Collaboration and Communication: Work collaboratively with SPT and TST, and administrators to implement behavior plans.   

Data Collection and Analysis: Work with schools to monitor and track student behavior and academic progress. Analyze data to assess the effectiveness of interventions and adjust strategies as needed to improve student outcomes.  

Resource Development: Create and adapt educational materials, behavior charts, visual supports, and other tools to enhance learning and support positive behavior. Develop resources to assist staff in setting and achieving classroom expectations.  

• Assisting with the planning and implementation of classroom management strategies and approaches that support students.  

• Model and coach staff in the implementation of programming and strategies for students with significant behavioral challenges.  

• Deliver professional development for school staff in behavior management techniques and strategies to support successful transitions for students with challenging behavior in all school settings.  

Goals:  

•   Improved engagement and academic success for students with complex behavioural needs.  

• Increased social-emotional growth in students, resulting in reduced behavioral incidents and improved peer relationships.  

• Enhanced teacher capacity to manage complex behaviors in their classrooms, leading to a more cohesive and supportive school environment.  

• A more data-driven approach to managing behaviour, resulting in continuous improvement of interventions and strategies.  

This position will serve as a vital resource in providing direct support to classroom teachers with students with complex behavioral needs which impact the classroom learning environment.