Position Type:
PBIS Coordinator/PBIS Coordinator
Date Posted:
8/7/2026
Location:
Vernon Johns Middle School
Job Title: PBIS Coordinator (Grant funded)
Salary Range: $88,248-$162,858 (Commensurate with experience)
Supervisor: Director of Special Education
Job Classification: Exempt
Contract Length: 12 months (260 days)
Job Summary
The PBIS Coordinator is a 12-month central-office position responsible for the coordination, implementation, and sustainability of Positive Behavioral Interventions and Supports (PBIS) across Petersburg City Public Schools. The PBIS Coordinator works with schools to strengthen Tier 1 (universal/school-wide) practices for all students and to scale up evidence-based Tier 2(targeted group) interventions for students who need additional support, within a multi-tiered system of support (MTSS). This role is non-evaluative, student-centered, and focused on supporting schools, leadership teams, and staff in serving both general education and special education students division-wide.
Essential Job Functions
Collaborates with school leadership teams to plan, implement, and sustain Tier 1 PBIS systems, including defining school-wide expectations, teaching routines, and consistent
reinforcement practices for all students, including general education and special education students.
Supports schools in analyzing discipline and behavior data to evaluate the effectiveness of Tier 1 PBIS implementation and to identify areas for refinement or additional training,
with a focus on equitable outcomes for all learners.
Coordinates and facilitates school-wide PBIS kick-offs, booster events, and celebrations that reinforce school-wide expectations and promote positive student behavior for both
general education and special education students.
Provides coaching and technical assistance to school staff in implementing evidence-based Tier 2 interventions (e.g., Check-In/Check-Out, small-group social-skills instruction, mentoring) for a targeted group of students who are at risk for or displaying persistent behavioral challenges.
Works with building PBIS teams to identify students (across general education and special education) who may benefit from Tier 2 supports, monitor progress, and adjust interventions based on data, fidelity, and student outcomes.
Supports the development and maintenance of data systems (e.g., SWIS, TFI, or similar tools) to track Tier 1 and Tier 2 implementation, outcomes, and student progress, ensuring student-centered, evidence-based decision-making division-wide.
Facilitates and conducts professional development for administrators, teachers, and staff on Tier 1 and Tier 2 PBIS practices, classroom-wide behavior strategies, and data-based
decision-making within MTSS, with explicit attention to inclusive practices for students with disabilities.
Serves as a resource to schools in identifying and implementing evidence-based curricula, programs, and strategies that align with Tier 1 and Tier 2 PBIS expectations for both
general education and special education students.
Collaborates with the Office of Special Education and other central-office departments to ensure that PBIS systems are coordinated with MTSS, school improvement plans, and other behavioral and mental-health initiatives, with a focus on inclusive, equitable
supports for all students.
Supports schools in developing clear communication plans with families about PBIS expectations, recognition systems, and targeted supports (including Tier 2 interventions),
ensuring that families of both general education and special education students understand and can support these efforts.
Supports IEP and Section 504 teams in aligning PBIS expectations and Tier 2 interventions with individual student needs, when appropriate, while remaining a
non-evaluative, consultative resource.
Reviews PBIS and behavior data across the division to inform district-level decisions, identify professional development needs, and recommend improvements to Tier 1 and
Tier 2 systems for all students.
Maintains accurate records and documentation related to PBIS implementation, training activities, and student outcomes, consistent with division procedures and any applicable
grant or reporting requirements, with a focus on evidence-based, student-centered practices.
Performs other related duties as assigned by the Director of Special Education or designee.
Job Specifications (Knowledge, Skills, and Abilities)
Strong understanding of Positive Behavioral Interventions and Supports (PBIS), MTSS, and the distinction between Tier 1 (universal) and Tier 2 (targeted group) practices for
general education and special education students.
Excellent verbal and written communication skills, including the ability to communicate effectively with students, families, teachers, and administrators.
Ability to analyze behavioral and school-climate data and translate findings into evidence-based recommendations that improve outcomes for all students.
Skill in facilitating team meetings, coaching adults, and building capacity for sustained PBIS implementation at both Tier 1 and Tier 2, with an emphasis on inclusive, equitable
practices.
Proficiency with Microsoft Office and data tools used for behavior and PBIS reporting.
Ability to travel to multiple schools and work collaboratively with diverse stakeholders.
Knowledge of federal and state regulations and best practices related to student behavior, discipline, school climate, and services for students with disabilities.
Minimum Qualifications
Education: Bachelor's degree in education, psychology, counseling, or a closely related field; a master's degree is preferred.
Experience: Minimum of 3 5 years of experience in K 12 education, including demonstrated experience supporting or coordinating PBIS, MTSS, or school-wide behavior support systems at Tier 1 and Tier 2 for both general education and special
education students. Experience or training in PBIS leadership, MTSS, or behavior support.
Certification and License: PBIS coaching certification or equivalent is preferred.
Working Conditions and Physical Demands
Duties are primarily performed in school and office environments, with no unusual physical demands. Requires regular travel to schools within the division and the ability to move throughout
school buildings, observe classrooms, and interact directly with students and staff. Reasonable accommodations may be made to enable individuals with disabilities to
perform the essential functions.
