Southeast

Job Description:  
Student Success Coach. Full-time (1.0 FTE) position, Roosevelt Early Learning Center. This position commences with the 2025/26 school year.

General Definition of Work:
Performs intermediate human support work helping coordinate a positive behavior intervention plan that addresses students behaviors and provides a means to help the students become more academically successful. The Student Success Coach also provides classroom and school-wide behavior management strategies drawing on multiple disciplines, including community health, social work, psychology, counseling and education. The Student Success Coach will observe and interact with individuals and groups to assist with the healthy functioning of the students. Interventionists will focus on specific behaviors impacting the students or classrooms, and related work as apparent or assigned. Work is performed under the limited supervision of the Building Principal.

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

Essential Functions:

•  Lead staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying  antecedents; assist with the creation and alignment of classroom behavioral expectations and classroom management plans; act as a resource regarding student management issues; assist in the planning, developing, and implementation of student behavioral plans.
• Coordinate and enforce school behavioral expectations, including attendance and classroom alignment with school-wide goals.
• Work cooperatively to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms; work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
• Engage students, parents/guardians and teachers in the student behavior intervention plan process and related policies and empower parents and teachers by providing them with skills and techniques to support the positive behavior development of students.
• Attend appropriate meetings regarding student growth and successes: 504 case conferences, parent meetings, expulsion hearings, etc.
• Develop and coordinate a repertoire of educational assessment strategies and/or alternatives consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
• Collaborate with school personnel to create and maintain research based behavioral interventions and train staff in those interventions. Manage the documentation of student behavior; compile, analyze and share student discipline data regularly and use the data to make decisions; use ongoing assessments to maintain a record of student progress.
• Coordinate and monitor data for ADSIS purposes; track ADSIS student progress according to MDE guidelines and procedures, contribute to the annual yearly report of the ADSIS program, analyze academic and behavior data collected from various records to help determine effective academic and behavioral interventions and present to the School Board updates and progress for the ADSIS program as requested.
• Collaborate with elementary teachers as students transition from Kindergarten to elementary schools; communicating effective strategies and progress to support continued success for students.
• Openly communicate with staff and parents/guardians regarding student behavior.
• Conduct conflict resolution and peer mediation sessions; confer with students and administer appropriate consequences.
• Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students, and students who represent sub-group populations.
• Assist in the maintenance of the crisis management plan and school safety requirements.

Knowledge, Skills and Abilities:
Expert knowledge for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior. Exceptional knowledge in the use of assessment and data to inform instruction and prescribe work plans for individual students. Expert knowledge in research based instructional strategies and ability to implement them effectively. Exceptional knowledge in the use of technology to support instruction; proficient with IPad and understanding Infinite Campus. Understanding of and at least 5 years of experience teaching at the elementary level within the past 5 years, students in which are at risk and/or behaviorally challenged. Expert knowledge of PBIS strategies and processes. Demonstrates exceptional skill in the roles of a teacher leader: collaborator, effective communicator, action researcher, reflective practitioner, and learner advocate. Be relationship driven in working with staff, students, and families.

 Education and Experience:
Bachelor’s degree with coursework in education, or related field and considerable experience with at least 5 years of teaching experience at the appropriate school level. Master’s degree preferred.

Essential Functions: A full-time (1.0 FTE) Second Grade Teacher at Lincoln Elementary School. Performs professional work providing a broad range of teaching services within our elementary school, assisting students to develop skills, attitudes and learning methods at various levels to a targeted audience.  This will commence with the 2025-2026 school year.

Knowledge Skills and Abilities: Must have the ability to work as a team in planning and teaching with an emphasis on differentiating instruction and using assessments effectively. Must use the Responsive Classroom approach consistently by conducting regular class meetings, supportive exchanges and clear expectations. Collaboration with grade level team, special education team and specialists to develop a positive learning environment. Collaborate and communicate effectively with parents. Support and follow School Board policies and procedures. Be a positive and contributing member of our professional community.

Faribault Public Schools is a rural Pre-K through Adult School District located about 50 miles south of the Twin-Cities. The school district currently serves approximately 3,700 students in Faribault and our surrounding areas within our community of 23,000 citizens within the city limits. District sites include one early childhood center, three elementary schools K-5, one middle school 6-8, one high school 9-12, one area learning center 9-12 and one education center for adult education.

The historic community of Faribault offers adventure, fun, unique dining, history, shopping and entertainment. Once you arrive you will experience historic landmarks, cultural and artistic gathering places in downtown, 10 lakes within 10 miles with many resorts and campgrounds, 39 beautiful parks within the city, an outdoor aquatic center, miles of bike, walking and snowmobile trails, great lodging and restaurants; enjoy year round recreations such as biking, kayaking, cross-country skiing, snowmobiling, fat tire biking and so much more.

Compensation/Benefits/Perks:
Faribault Public Schools provides a competitive salary commensurate with education and experience. Other benefits include:

1. Substantial personal and sick leave days
2. Fully paid single health insurance
3. Enticing retirement package
4. Work-life balance culture
5. Ongoing professional development opportunities
6. Strong mission and vision statements
7. Numerous before/after school and summer programming for additional income and/or volunteering opportunities.
8. Solid Community Education programs offering opportunities to create and/or participate in unique programming

Daily Pay Range: $259.04 – $485.53 depending on experience.