Primary Purpose:
The Discipline Coach serves as a dedicated campus resource to support student behavior and discipline through both immediate intervention and long-term, proactive strategies. This role is designed to alleviate administrative burdens related to discipline, allowing campus leadership to focus on instructional priorities. The Discipline Coach works to minimize the impact of behavioral issues on the learning environment by responding effectively in the moment and implementing sustainable practices that promote positive student behavior, ensuring equitable access to education for all learners.
Qualifications:
Education/Certification:
Bachelor’s degree required
Experience:
Minimum of three years of teaching experience
Major Responsibilities and Duties:
Collaborative Behavioral Support:
Partner with campus administrators, counselors, teachers, support staff, and district-level behavioral specialists to implement evidence-based behavioral interventions. This includes active collaboration with Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) teams to promote a consistent and proactive approach to student behavior.
Crisis Prevention and De-escalation:
Maintain current CPI (Crisis Prevention Institute) certification and apply approved de-escalation techniques to ensure student and staff safety during behavioral incidents.
Crisis Response:
Manage and supervise the Restorative Discipline (RD) Room to support continued academic engagement for students removed from the classroom, to the extent their behavior allows, while reinforcing behavior expectations.
Behavioral Monitoring and Interventions:
Implement individualized check-in/check-out systems for students requiring regular behavior monitoring as part of Tier II or Tier III MTSS interventions or preventative strategies.
Student Accountability and Restorative Practices:
Communicate with parents/guardians, gather statements, assign appropriate disciplinary consequences, and facilitate restorative practices (e.g., harm circles, conflict mediation, practice academies) to rebuild relationship, repair the environment and reduce likelihood of repeat behaviors while promoting a positive school climate.
Post-Suspension Reintegration:
Ensure timely and meaningful post-suspension conferences for all returning students, providing an opportunity to re-establish behavioral expectations and support successful reintegration into the school environment
Any and all other duties assigned by immediate supervisor.
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Standard large and small kitchen equipment and tools including electric slicer, mixer, pressure steamer, deep-fat fryer, sharp cutting tools, stove, oven, dishwasher, and food/utility cart
Posture: Prolonged standing; frequent kneeling/squatting, bending/stoop, pushing/pulling, and twisting
Motion: Continual walking; frequent climbing (ladder), grasping/squeezing, wrist flexion/extension, reaching/overhead reaching
Lifting: Frequent moderate lifting and carrying (15–44 pounds)
Environment: Work inside in commercial kitchen environment; exposure to extreme hot and cold temperatures, extreme humidity, noise, vibration, microwaves, biological hazards (bacteria, mold, fungi), chemical hazards (fumes, vapors, gases), electrical hazards; work with hands in water; work around machinery with moving parts; work on slippery surfaces
Mental Demands: Work with frequent interruptions; maintain emotional control under stress
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