Teacher - Intervention Specialist (Behavior Support) at Hesperia Unified School District
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Application Deadline
Until Filled
Date Posted
6/9/2026
Contact
Michelle Rush
760/244-4411 7240
Number of Openings
1
Salary
Pay Range
$72,365Yr - $142,831/Yr Annually
Length of Work Year
184 Days, 6.5 Hrs/Day Aug-May
Employment Type
Full Time
View Job Description
Requirements / Qualifications
Must possess a Clear Multiple Subject Credential. Completed application, resume, letters of reference, and copy of appropriate credential (or letter from your university).
If you have any questions about the application process, e-mail Michelle @ michelle.rush@hesperiausd.org
Requirements / Qualifications
Must possess a Clear Multiple Subject Credential. Completed application, resume, letters of reference, and copy of appropriate credential (or letter from your university).
If you have any questions about the application process, e-mail Michelle @ michelle.rush@hesperiausd.org
Comments and Other Information
This position is located at Lime Street Elementary School and is for the 2026/2027 school year. DEFINITION Under the supervision of the site principal, the Behavior Support and Student Success Coach serves as a site leader responsible for developing, implementing, coordinating, and monitoring schoolwide behavior systems and interventions that promote a safe, positive, inclusive, and supportive learning environment for all students. The Behavior Support and Student Success Coach collaborates with administration, teachers, counselors, psychologists, classified staff, families, students, and community partners to strengthen Multi-Tiered Systems of Support (MTSS) and improve student behavior, engagement, attendance, social-emotional well-being, sense of belonging, and academic success. Through coaching, professional development, student intervention, and data analysis, the TOSA supports the implementation of equitable practices that promote positive outcomes for all students. ESSENTIAL DUTIES AND RESPONSIBILITIES Behavior Systems Leadership • Coordinate and support implementation of schoolwide behavior systems, intervention processes, and restorative practices aligned with site and district goals. • Maintain a visible campus presence and collaborate with administration to promote student safety, positive behavior, school connectedness, and a positive school climate. • Assist administration with investigating student disciplinary incidents, identifying appropriate interventions, and implementing behavior support plans. • Monitor behavioral trends and school climate data and provide recommendations for interventions, supports, and continuous improvement efforts. • Support implementation of social-emotional learning initiatives, student recognition programs, and other activities that promote a positive school culture. Student Intervention and Support • Provide direct support to students requiring Tier II and Tier III interventions through coaching, restorative practices, Check-In/Check-Out (CICO), social-emotional supports, and behavior intervention services. • Assist students in developing self-regulation, conflict resolution, attendance, organization, goal-setting, decision-making, and school success skills. • Monitor student progress, evaluate intervention effectiveness, and collaborate with staff to adjust supports as needed. • Facilitate student reflection, problem-solving conferences, restorative conversations, and re-entry meetings when appropriate. • Collaborate with teachers, instructional coaches, counselors, psychologists, administrators, and families to develop and implement interventions for students experiencing behavioral, attendance, or social-emotional challenges. • Coordinate and support the work of instructional aides and other support staff assigned to behavior intervention programs and student support services. Staff Coaching and Professional Development • Provide coaching, consultation, training, and professional development to teachers, instructional aides, proctors, and other staff regarding classroom management, restorative practices, de-escalation strategies, behavior interventions, and student engagement. • Model effective behavior support practices and assist staff in implementing Tier I, Tier II, and Tier III interventions with fidelity. • Support staff in creating classroom and campus environments that promote student success, engagement, belonging, and positive behavior. • Facilitate collaborative discussions and data reviews to identify effective strategies for supporting student success. Family and Community Engagement • Communicate and collaborate with families regarding student goals, behavioral supports, intervention plans, and student progress. • Connect families with school and community resources when appropriate to support student success. • Promote positive partnerships between home and school through proactive communication and collaboration. Data Collection and Program Evaluation • Collect, analyze, and interpret behavioral, attendance, intervention, and school climate data to monitor student progress and program effectiveness. • Develop reports and provide data-driven recommendations to improve student outcomes and support equitable practices. • Monitor intervention effectiveness and assist in determining when supports should be modified, intensified, or discontinued. Leadership and Collaboration • Serve as a member of site leadership and student support teams, including MTSS, COST, SST, and other committees as assigned. • Collaborate with administration and support staff to plan interventions, professional learning opportunities, and site initiatives aligned with school and district goals. • Collaborate with teachers, counselors, psychologists, and support personnel in referring students for evaluation and additional services when appropriate. • Remain current on best practices related to behavior support, MTSS, restorative practices, social-emotional learning, student engagement, and equitable student outcomes. • Perform other duties as assigned in support of site and district goals. KNOWLEDGE • Multi-Tiered Systems of Support (MTSS) • Positive Behavioral Interventions and Supports (PBIS) • Restorative practices • Social-emotional learning • Behavior intervention and classroom management strategies • Student engagement and relationship-building practices • Data collection, analysis, and progress monitoring • Effective coaching and professional development practices • Educational technology and student information systems SKILLS AND ABILITIES • Build positive relationships with students, staff, families, and community members. • Analyze data and develop action plans based on identified needs. • Facilitate meetings, trainings, and professional learning opportunities. • Coach adults and students in implementing effective practices. • Communicate effectively both orally and in writing. • Maintain confidentiality and professional judgment. • Coordinate multiple programs, priorities, and responsibilities simultaneously. • Work collaboratively with diverse stakeholders. • Demonstrate leadership, organization, and problem-solving skills. You must have a minimum of 5 years successful classroom teaching experience and hold a Clear Multiple Subject teaching credential. HUSD accepts a maximum of 20 years of outside teaching experience. Our teachers do make a contribution towards their benefit package. Any applicant who attempts to contact individual Governing Board members or members of the screening committee with the intent of influencing the committee or the Board, will be disqualified. General inquiries regarding the District and/or the position should be directed to the Hesperia Unified School District Personnel Services Division. Hesperia Unified School District does not discriminate in its hiring on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, parental status, pregnancy, physical or mental disability, medical condition, genetic information, military and veteran status, gender, gender identity, gender expression, sex, or sexual orientation. Complaints alleging noncompliance with this policy of nondiscrimination should be directed to: Danny Polmounter Assistant Superintendent, Personnel Hesperia Unified School District 15576 Main Street Hesperia, CA 92345 (760) 244-4411, Ext. 7331
Comments and Other Information
This position is located at Lime Street Elementary School and is for the 2026/2027 school year. DEFINITION Under the supervision of the site principal, the Behavior Support and Student Success Coach serves as a site leader responsible for developing, implementing, coordinating, and monitoring schoolwide behavior systems and interventions that promote a safe, positive, inclusive, and supportive learning environment for all students. The Behavior Support and Student Success Coach collaborates with administration, teachers, counselors, psychologists, classified staff, families, students, and community partners to strengthen Multi-Tiered Systems of Support (MTSS) and improve student behavior, engagement, attendance, social-emotional well-being, sense of belonging, and academic success. Through coaching, professional development, student intervention, and data analysis, the TOSA supports the implementation of equitable practices that promote positive outcomes for all students. ESSENTIAL DUTIES AND RESPONSIBILITIES Behavior Systems Leadership • Coordinate and support implementation of schoolwide behavior systems, intervention processes, and restorative practices aligned with site and district goals. • Maintain a visible campus presence and collaborate with administration to promote student safety, positive behavior, school connectedness, and a positive school climate. • Assist administration with investigating student disciplinary incidents, identifying appropriate interventions, and implementing behavior support plans. • Monitor behavioral trends and school climate data and provide recommendations for interventions, supports, and continuous improvement efforts. • Support implementation of social-emotional learning initiatives, student recognition programs, and other activities that promote a positive school culture. Student Intervention and Support • Provide direct support to students requiring Tier II and Tier III interventions through coaching, restorative practices, Check-In/Check-Out (CICO), social-emotional supports, and behavior intervention services. • Assist students in developing self-regulation, conflict resolution, attendance, organization, goal-setting, decision-making, and school success skills. • Monitor student progress, evaluate intervention effectiveness, and collaborate with staff to adjust supports as needed. • Facilitate student reflection, problem-solving conferences, restorative conversations, and re-entry meetings when appropriate. • Collaborate with teachers, instructional coaches, counselors, psychologists, administrators, and families to develop and implement interventions for students experiencing behavioral, attendance, or social-emotional challenges. • Coordinate and support the work of instructional aides and other support staff assigned to behavior intervention programs and student support services. Staff Coaching and Professional Development • Provide coaching, consultation, training, and professional development to teachers, instructional aides, proctors, and other staff regarding classroom management, restorative practices, de-escalation strategies, behavior interventions, and student engagement. • Model effective behavior support practices and assist staff in implementing Tier I, Tier II, and Tier III interventions with fidelity. • Support staff in creating classroom and campus environments that promote student success, engagement, belonging, and positive behavior. • Facilitate collaborative discussions and data reviews to identify effective strategies for supporting student success. Family and Community Engagement • Communicate and collaborate with families regarding student goals, behavioral supports, intervention plans, and student progress. • Connect families with school and community resources when appropriate to support student success. • Promote positive partnerships between home and school through proactive communication and collaboration. Data Collection and Program Evaluation • Collect, analyze, and interpret behavioral, attendance, intervention, and school climate data to monitor student progress and program effectiveness. • Develop reports and provide data-driven recommendations to improve student outcomes and support equitable practices. • Monitor intervention effectiveness and assist in determining when supports should be modified, intensified, or discontinued. Leadership and Collaboration • Serve as a member of site leadership and student support teams, including MTSS, COST, SST, and other committees as assigned. • Collaborate with administration and support staff to plan interventions, professional learning opportunities, and site initiatives aligned with school and district goals. • Collaborate with teachers, counselors, psychologists, and support personnel in referring students for evaluation and additional services when appropriate. • Remain current on best practices related to behavior support, MTSS, restorative practices, social-emotional learning, student engagement, and equitable student outcomes. • Perform other duties as assigned in support of site and district goals. KNOWLEDGE • Multi-Tiered Systems of Support (MTSS) • Positive Behavioral Interventions and Supports (PBIS) • Restorative practices • Social-emotional learning • Behavior intervention and classroom management strategies • Student engagement and relationship-building practices • Data collection, analysis, and progress monitoring • Effective coaching and professional development practices • Educational technology and student information systems SKILLS AND ABILITIES • Build positive relationships with students, staff, families, and community members. • Analyze data and develop action plans based on identified needs. • Facilitate meetings, trainings, and professional learning opportunities. • Coach adults and students in implementing effective practices. • Communicate effectively both orally and in writing. • Maintain confidentiality and professional judgment. • Coordinate multiple programs, priorities, and responsibilities simultaneously. • Work collaboratively with diverse stakeholders. • Demonstrate leadership, organization, and problem-solving skills. You must have a minimum of 5 years successful classroom teaching experience and hold a Clear Multiple Subject teaching credential. HUSD accepts a maximum of 20 years of outside teaching experience. Our teachers do make a contribution towards their benefit package. Any applicant who attempts to contact individual Governing Board members or members of the screening committee with the intent of influencing the committee or the Board, will be disqualified. General inquiries regarding the District and/or the position should be directed to the Hesperia Unified School District Personnel Services Division. Hesperia Unified School District does not discriminate in its hiring on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, parental status, pregnancy, physical or mental disability, medical condition, genetic information, military and veteran status, gender, gender identity, gender expression, sex, or sexual orientation. Complaints alleging noncompliance with this policy of nondiscrimination should be directed to: Danny Polmounter Assistant Superintendent, Personnel Hesperia Unified School District 15576 Main Street Hesperia, CA 92345 (760) 244-4411, Ext. 7331
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