| Location | Beaumont, TX |
SY2026-2027
Coordinator
Behavior
Beaumont
Independent
School
District
Position
Description
Position
Overview
The
Coordinator
of
Student
Behavior
serves
as
the
district
leader
responsible
for
implementing,
managing,
monitoring,
and
continuously
improving
systems
that
support
positive
student
behavior,
school
climate,
discipline
effectiveness,
student
engagement,
and
safe
learning
environments
across
Beaumont
ISD.
This
position
exists
to
ensure
schools
implement
consistent,
structured,
and
supportive
behavior
systems
that
maximize
instructional
time,
strengthen
student
engagement,
promote
positive
behavior,
and
create
safe
learning
environments.
The
Coordinator
supports
implementation
of
district
behavior
frameworks,
behavior
intervention
practices,
discipline
procedures,
and
monitoring
processes
that
improve
student
behavior
outcomes
and
strengthen
school
climate.
The
Coordinator
supports
districtwide
systems
related
to
student
behavior,
discipline
management,
behavior
intervention,
school
climate,
alternative
education
placements,
threat
assessment,
and
behavior
performance
monitoring.
The
Coordinator
ensures
implementation
remains
aligned
to
district
priorities,
student
success
goals,
legal
requirements,
and
the
BISD
Academic
Operating
System.
The
Coordinator
advances
district
goals
by
improving
student
behavior
outcomes,
reducing
instructional
disruptions,
increasing
student
engagement,
strengthening
school
culture,
and
ensuring
students
receive
effective
behavioral
supports
that
promote
success.
The
Coordinator
may
also
lead
special
projects,
strategic
initiatives,
and
cross-functional
workstreams
assigned
by
district
leadership
that
support
organizational
priorities,
operational
effectiveness,
and
continuous
improvement.
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
Qualications
Bachelor's
degree
required;
Master's
degree
preferred.
Valid
Texas
teaching
certicate
preferred.
Campus
or
district
leadership
experience
preferred.
Demonstrated
success
supporting
student
behavior,
discipline,
school
climate,
or
student
support
systems.
Experience
supporting
behavior
intervention
systems,
discipline
processes,
alternative
education,
or
related
student
support
programs.
Demonstrated
ability
to
analyze
behavior,
discipline,
attendance,
and
student
outcome
data
to
drive
continuous
improvement.
Experience
supporting
implementation
across
multiple
campuses
preferred.
Strong
communication,
collaboration,
conict
resolution,
and
stakeholder
engagement
skills.
Knowledge
of
student
discipline
law,
due
process
requirements,
behavior
intervention
practices,
alternative
education
procedures,
and
applicable
state
and
federal
regulations.
Leadership
Philosophy
The
Coordinator
believes
every
student
deserves
a
safe,
structured,
and
supportive
learning
environment.
Leadership
is
demonstrated
through
service,
consistency,
collaboration,
and
accountability.
The
Coordinator
operates
from
the
belief
that:
Positive
behavior
can
be
taught,
reinforced,
and
supported.
Safe
and
predictable
environments
maximize
learning.
Effective
intervention
reduces
exclusionary
discipline.
Consistency
builds
trust.
Relationships
strengthen
student
outcomes.
Continuous
improvement
strengthens
behavior
systems.
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
System
Ownership
The
Coordinator
owns
the
implementation,
performance,
and
continuous
improvement
of
district
systems
within
assigned
areas
of
responsibility.
System
Purpose
Coordinator
Ownership
Student
Behavior
Framework
System
Ensures
schools
implement
consistent
behavior
expectations
and
support
structures
that
promote
positive
student
behavior
and
maximize
instructional
time.
Supports
implementation
of
district
behavior
frameworks,
implementation
resources,
monitoring
processes,
and
continuous
improvement
efforts.
Discipline
Management
and
Code
of
Conduct
System
Ensures
discipline
practices
are
consistent,
equitable,
and
aligned
to
district
expectations
and
legal
requirements.
Supports
implementation
of
discipline
procedures,
Code
of
Conduct
expectations,
hearings,
appeals,
grievance
processes,
discipline
monitoring,
and
implementation
guidance.
Behavior
Intervention
and
Support
System
Ensures
students
receive
timely
behavioral
interventions
and
supports
that
promote
positive
behavior
and
student
success.
Supports
implementation
of
behavior
intervention
frameworks,
restorative
practices,
positive
behavior
supports,
campus
implementation,
and
intervention
monitoring.
School
Climate
and
Student
Engagement
System
Promotes
positive
school
culture,
student
belonging,
engagement,
and
safe
learning
environments.
Coordinates
school
climate
initiatives,
implementation
supports,
engagement
strategies,
and
continuous
improvement
efforts.
Alternative
Education
and
Transition
System
Supports
students
receiving
disciplinary
placements
and
successful
transitions
back
to
campus
learning
environments.
Coordinates
placement
processes,
transition
planning,
reintegration
supports,
and
implementation
of
district
expectations.
Threat
Assessment
and
Behavioral
Risk
System
Ensures
behavioral
risk
concerns
are
addressed
through
consistent
procedures
and
collaborative
supports.
Supports
implementation
of
threat
assessment
procedures,
behavioral
risk
response
processes,
monitoring,
and
coordination
with
campus
teams.
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
Behavior
Data
and
Continuous
Improvement
System
Uses
behavior
and
discipline
data
to
strengthen
decision-making
and
improve
student
outcomes.
Monitors
behavior,
discipline,
implementation,
and
school
climate
data
to
identify
trends,
strengthen
implementation,
and
support
continuous
improvement.
System
Outcomes
and
Impact
The
Coordinator
owns
outcomes
produced
through
district
student
behavior
systems.
System
Effectiveness
Consistent
implementation
of
district
behavior
expectations
across
campuses.
Effective
behavior
intervention
and
support
practices.
Strong
implementation
of
discipline
procedures
and
Code
of
Conduct
expectations.
Positive
school
climate
and
safe
learning
environments.
Operational
Performance
Timely
implementation
of
behavior
interventions.
Consistent
discipline
administration
across
campuses.
Effective
alternative
education
placement
and
transition
supports.
Effective
implementation
of
threat
assessment
processes.
Accurate
behavior
monitoring
and
reporting.
Continuous
Improvement
Regular
analysis
of
behavior,
discipline,
and
school
climate
data.
Timely
identication
of
implementation
and
behavior
support
gaps.
Continuous
renement
of
behavior
intervention
and
support
practices.
Sustainable
systems
that
strengthen
student
behavior
and
school
culture.
Student
and
Organizational
Impact
Improved
student
behavior
outcomes.
Reduced
instructional
disruptions.
Increased
student
engagement,
belonging,
and
connectedness.
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
Reduced
exclusionary
discipline
through
effective
intervention
and
support.
Improved
school
climate
and
culture.
Increased
instructional
time
available
for
learning.
Leadership
Responsibilities
The
Coordinator
is
accountable
for
ensuring
district
systems
operate
effectively
and
produce
intended
outcomes.
The
Coordinator
is
expected
to:
Implement
and
maintain
assigned
behavior
systems.
Support
implementation
of
district
expectations
and
procedures.
Monitor
implementation
and
system
performance.
Analyze
behavior,
discipline,
school
climate,
and
implementation
data.
Support
continuous
improvement
efforts.
Support
coordinators,
program
managers,
and
campus
leaders.
Ensure
alignment
to
district
priorities
and
legal
requirements.
Develop
and
rene
implementation
resources,
monitoring
tools,
intervention
supports,
and
behavior
guidance
that
strengthen
district
behavior
systems.
Support
implementation
through
technical
assistance,
ofce
hours,
implementation
guidance,
and
coordinated
behavior
resources.
Coordinate
discipline
implementation,
behavior
intervention
supports,
alternative
education
processes,
threat
assessment
implementation,
and
transition
supports
that
strengthen
safe
and
supportive
learning
environments.
Authority
and
Decision
Rights
The
Coordinator
is
accountable
for
ensuring
district
systems
move
beyond
planning
and
result
in
measurable
implementation
and
impact.
The
coordinator
may:
Establish
procedures
within
assigned
systems.
Set
implementation
expectations
and
timelines.
Implement
and
maintain
monitoring
and
reporting
structures.
Recommend
stafng,
resource,
and
program
adjustments.
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
Approve
routine
operational
decisions
within
assigned
responsibilities.
Coordinate
improvement
actions
necessary
to
strengthen
implementation.
Signicant
organizational,
stafng,
budgetary,
or
strategic
changes
require
approval
from
the
appropriate
Senior
Director
and/or
Deputy
Chief
of
Academics.
Core
Skill
Set
The
competencies
below
represent
the
leadership
capabilities
required
to
successfully
design,
implement,
and
improve
district
systems.
System
Design
and
Development-
Designs
and
improves
organizational
systems
that
align
people,
processes,
resources,
and
expectations
to
produce
predictable
outcomes.
Strategic
Planning
and
Execution-
Translates
district
priorities
into
actionable
plans,
implementation
strategies,
and
measurable
results.
Performance
Monitoring
and
Improvement
data,
evidence,
and
performance
indicators
to
evaluate
effectiveness,
identify
gaps,
and
drive
continuous
improvement.
Project
and
Initiative
Management
complex
projects
and
initiatives
from
planning
through
implementation
while
managing
timelines,
resources,
dependencies,
and
deliverables.
Change
Leadership
organizations
through
change
by
creating
clarity,
building
commitment,
and
sustaining
momentum
toward
desired
outcomes.
Cross-Functional
Collaboration
alignment
and
coordinates
work
across
departments,
campuses,
and
stakeholder
groups
to
achieve
shared
goals.
Organizational
Communication
expectations,
priorities,
decisions,
and
performance
information
clearly
and
consistently
to
varied
audiences.
Resource
Stewardship
and
manages
nancial,
human,
and
operational
resources
responsibly
to
maximize
organizational
effectiveness
and
student
impact.
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
Strategic
Decision
Making
and
Risk
Management
sound
decisions
using
data,
professional
judgment,
and
risk
analysis
while
balancing
competing
priorities
and
anticipating
potential
challenges.
Problem
Solving
and
Continuous
Improvement
root
causes,
develops
practical
solutions,
and
translates
strategy
into
disciplined
implementation
and
measurable
results.
BISD
Academic
Design
Principles
The
Coordinator
demonstrates
commitment
to
the
district's
academic
design
principles,
which
guide
decision-making,
system
design,
and
leadership
actions.
High-Quality
Instruction
is
the
Core
Work
Stabilize
the
Instructional
Core
First
Enable
Principals
to
Lead
Instruction
Systems
Over
Individuals
Protect
Organizational
Coherence
Reduce
Complexity
of
Schools
Reduce
Variability
Across
Campuses
Build
Capacity,
Not
Dependency
Design
for
Execution
Make
Outcomes
Visible
Coordinator
Behavior
Updated:
7.2.26
SY2026-2027
Emotional
Intelligence
Expectations
Self-Awareness
Understands
how
leadership
presence
and
decision-making
impact
others.
Recognizes
personal
tendencies
and
adjusts
behavior
to
meet
the
needs
of
the
system.
Self-Management
Maintains
composure
and
discipline
during
operational
challenges.
Responds
with
clarity
and
purpose
rather
than
reaction.
Social
Awareness
Understands
the
operational
realities
faced
by
schools
and
departments.
Anticipates
how
decisions
will
affect
multiple
stakeholders.
Relationship
Management
Builds
trust
through
consistency,
clarity,
and
follow-through.
Addresses
conict
directly
and
resolves
it
in
a
way
that
strengthens
the
system.
Maintains
credibility
by
aligning
words
and
actions.
Measures
of
Success
Measures
of
success
will
be
established
through
behavior
outcomes,
discipline
implementation
indicators,
school
climate
measures,
student
engagement
data,
alternative
education
implementation
measures,
threat
assessment
implementation
indicators,
continuous
improvement
metrics,
and
measurable
progress
toward
district
priorities.
Coordinator
Behavior
Updated:
7.2.26