MTSS Behavior Consultant (2700)

May 13 2026

We announce the following SPECIAL EDUCATION vacancy in Rochester Community Schools for the 2026-2027 school year. Applications will be accepted until filled.

MTSS Behavior Consultant

1.0 FTE

DISTRICTWIDE

Qualifications

Masters degree in education psychology special education or related field preferred

In-depth knowledge of MTSS frameworks with emphasis on behavior supports and interventions

Demonstrated expertise in supporting teachers and implementing positive behavior support strategies

Experience with social-emotional learning curricula and self-regulation techniques for elementary students

Experience developing training materials and resource libraries

Effective one-on-one small & large group facilitation and communication skills

Ability to collect analyze and interpret behavior data to guide intervention planning

Demonstrated understanding of the cultural ethnic gender and religious diversity of students staff families and community

Knowledge of trauma-informed practices and their application in school environments

Experience in leadership roles preferred

Successful elementary classroom teaching experience preferred

REPORTS TO: Special Education Department

Position Overview

The MTSS Behavior Consultants will be part of a team designed to strengthen district processes and routines that support behavior management and regulation. The MTSS Behavior Consultants will support staff development and ensure consistent evidence-based approaches are implemented to meet the needs of all students. The MTSS Behavior Consultant is knowledgeable about evidence-based behavior management practices self-regulation strategies and coaching approaches to strengthen classroom management while supporting teachers with behavior intervention strategies and resources for all students. The MTSS Behavior Consultant partners with all school staff building principals Special Education teams and families to implement comprehensive MTSS with a focus on positive behavior supports social-emotional learning and student self-regulation skills. This role serves as a crucial collaborative partner with building and district teams to ensure seamless integration of behavioral supports across all student service areas. The MTSS Behavior Consultants collaborate with BCBAs and RBTs to coordinate behavior support services across all RCS buildings.

Essential Duties & Responsibilities

• Actively participate in MTSS leadership teams to develop and implement tiered behavior support systems across elementary settings
• Build collaborative and trusting relationships with all stakeholders including building teams and administrators to support a cohesive systemic approach to behavior support across all learning environments
• Serve as a liaison between building teams and administration to coordinate support services and provide updates on student behavior supports and behavioral training initiatives
• Champion a positive inclusive approach to student behavior that focuses on prevention skill-building self-regulation and student engagement
• Create data analysis systems that allow school teams to easily track and monitor trends in behavior over time and lead learning with staff in collecting and analyzing behavioral data (e.g. frequency duration intensity of behavior) and how to use the data to inform decision-making
• Develop and deliver targeted training sessions for teachers paraprofessionals and other staff members on topics like behavior management self-regulation functional behavior assessments (FBAs) and implementation of BIPs
• Provide in-classroom modeling and direct support to educators by demonstrating effective behavior intervention strategies guiding implementation of behavior plans and offering real-time feedback to promote positive student outcomes.
• Collaborate with building team members to develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)
• Regularly review the effectiveness of BIPs and make recommendations for updates based on student data or new challenges
• Support classroom teachers in creating positive learning environments that promote student self-regulation and emotional well-being
• Participate and/or facilitate student problem solving meetings with building team members
• Conduct structured observations of students in educational settings and analyze collected behavioral data to identify patterns and inform intervention strategies.

APPLICATION PROCESS:

Interested and qualified applicants must complete an online application through the link below. If you are an internal candidate please log in to submit your application.

7/2022

Revised 5/2025

ROCHESTER COMMUNITY SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER

Notice of Nondiscrimination - Rochester Community Schools does not discriminate on the basis of race color religion national origin creed or ancestry age sex marital status height weight familial status arrest record or physical and mental disabilities in accordance with the Elliot-Larson Civil Rights Act (ELCRA) MCL 37.2206 Persons with Disabilities Civil Rights Act (PWCRA) MCL 37.1206 Title II Title VI and Title VII of the Civil Rights Act of 1964 Title IX of the Educational Amendment Act of 1972 the Age Discrimination in Employment Act and the Immigration Reform and Control Act of 1986 (8U.S.C. Section 1324A Et. Seq.) and Section 504 of the Rehabilitation Act of 1973. In addition individuals will not be excluded from or be denied the benefits of participation in any program or activity for which the Board of Education of the Rochester Community School District is responsible on the basis of such characteristics. Rochester Community Schools has designated the following individuals as Compliance Coordinators at 52585 Dequindre Rd. Rochester MI 48307. Title II and Section 504 Students: Assistant Superintendent of Secondary and Adult Education ; Equal Employment Opportunity/Section 504 for non-students: David Murphy Assistant Superintendent of Human Resources

Required Experience:

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