Positive Behavioral Intervention and Supports (PBIS) Coordinator na Foxborough Regional Charter School

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.  

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts.  Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences.  Families in our three vibrant school communities (Elementary, Middle & High School) speak over 20 languages and live in more than 20 sending districts. Diversity is one of our greatest strengths, and it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have made a commitment to hire and retain a diverse staff and employees who are committed to an antiracist curriculum and ideals. 

Job Summary

The Elementary Positive Behavioral Intervention and Supports (PBIS) Coordinator serves as a key member of the building-level leadership team at Foxborough Regional Charter School (FRCS). This role is instrumental in fostering a positive, inclusive, and equitable school culture that supports all students socially, emotionally, behaviorally, and academically. The ideal candidate is a high-energy, inspiring educator and leader who builds strong relationships with students, staff, and families while ensuring a safe and supportive environment where every child can thrive. experience offering behavioral interventions and crisis support within a school setting. Knowledge of the PBIS framework, MTSS, restorative practices, and evidence-based behavioral interventions. Strong data analysis and progress-monitoring skills. Proficient in providing support and stabilization during crisis situations. The PBIS’s role is to improve outcomes by fostering a safe and respectful learning environment for all learners. 

Responsibilities

• Develop and support school-wide processes, policies, and procedures that address students’ social, emotional, and behavioral needs.
• Implement the FRCS discipline policy as outlined in the Student & Family Handbook.
• Promote restorative practices and positive behavioral interventions to reinforce a safe, respectful, and engaging school climate.
• Support the implementation of the FRCS anti-bullying policy and the Bullying Prevention and Intervention Plan.
• Coordinate and sustain a school-wide behavior management system with meaningful incentives for positive behavior.
  Behavioral & Crisis Response
• Respond promptly to behavioral and disciplinary issues, including crisis response, mediations, investigations, and intervention planning.
• Supervise and facilitate behavioral supports and response actions during all school-related activities, including before- and after-school events.
• Assist with suspension and expulsion hearings in accordance with state law.
• Oversee after-school reflection, detention, and restorative community service programs.
  Collaboration & Student Support
• Collaborate with teachers, counselors, and student support team members to identify needs and create individualized support plans (e.g., safety or behavior intervention plans).
• Coordinate, facilitate, and participate in meetings with students, guardians, and staff regarding social, emotional, behavioral, or academic concerns.
• Maintain systems for effectively receiving and responding to student, parent, and teacher concerns.
  Data & Continuous Improvement
• Collect, analyze, and share student discipline and attendance data to inform data-driven decision making within a multi-tiered systems of support (MTSS) framework.
• Participate in and, when applicable, lead school and district-level meetings (e.g., PBIS, Attendance, SST).
• Support the review and revision of relevant sections of the Student & Family Handbook.
  Professional Development & Leadership

• Serve as a resource for staff in promoting positive student behavior and effective classroom management.
• Plan and facilitate staff meetings and professional development sessions related to school culture, discipline, and data systems for tracking behavior and interventions.
• Partner with families to strengthen home-school collaboration and support teacher-family relationships.
• Collaborate with leadership to conduct regular walkthroughs that reinforce high standards of excellence.
• Supervise transitions, including school entry, breakfast, lunch, dismissal, and hallway movement, ensuring a positive and orderly environment.

General Expectations

• Be a visible, highly engaged leader within the school community.
• Demonstrate a deep commitment to diversity, equity, inclusion, and belonging.
• Maintain organization, preparedness, punctuality, and follow-through.
• Communicate clearly and effectively, both verbally and in writing.
• Build and maintain positive, professional relationships with students, families, and colleagues.
• Uphold high ethical standards, confidentiality, and the mission and vision of FRCS.
• May supervise/evaluate FRCSTA members and other staff 
• Performs other related duties as assigned.

Competencies: 

• Problem-solving—identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.  
• Interpersonal Skills—maintains a high level of professionalism and confidentiality, remains open to others’ ideas, and exhibits willingness to try new things.  
• Oral communication—speaks clearly and persuasively in positive or negative situations, demonstrates group presentation skills, and conducts meetings.  
• Written Communication—edits work for spelling and grammar, presents numerical data effectively, and is able to read and interpret written information.  

• Planning/organizing—prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.  
• Quality control—demonstrates accuracy and thoroughness, and monitors own work to ensure quality.  
• Adaptability—adapts to changes in the work environment, manages competing demands, and is able to deal with frequent change, delays or unexpected events.  
• Dependability—is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance.  
• Student-Centered Orientation - Works to deepen understanding of students and centers the needs of students in all aspects of how the work is done. 

  Qualifications - Required:

• Bachelor’s Degree in counseling, guidance, social work, BCBA, psychology, or related field
• Required to be SEI Endorsed within one year of employment
• At least three (3) years of teaching or behavior support experience in a K–4 setting.
• Minimum 2-3 years working in a school setting, preferably in a similar role.
• Minimum 3-5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs 
• Safety Care certified or the ability to be certified in Safety Care
• Experience working with students with disabilities, preferred (or willing to receive training)
• Knowledge of Massachusetts education law, particularly around student discipline and attendance
• Strong understanding of cultural proficiency, equity, opportunity, and access required.
• Candidates are subject to background checks, including CORI clearance and fingerprinting.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

 Qualifications – Preferred

• Master’s degree in Education or a related field.
• DESE certification as a building-level administrator or a professional teaching license 
• Experience in a high-achieving urban school environment.
• Outstanding classroom management expertise and ability to effectively coach teachers in this area.
• Experience facilitating difficult conversations with students, families, and staff.
• Experience serving in a predominantly low-income community.
• Proven effectiveness in leading by example and coaching adults.
• Unwavering belief that all children can succeed, regardless of background.
• Strong personal organization, resilience, humility, and a hunger to learn and grow.
• An infectious sense of joy and positivity that contributes to a welcoming school environment.

Work Environment & Physical Requirements:

The majority of work is performed in an office, school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements:

While performing the duties of this job, the educator is frequently required to kneel, stoop, bend, and crouch.  The teacher is periodically required to stand while talking and listening.  The teacher is occasionally required to sit, walk, lift, or carry.