Student Success Coach (2026-27 School Year)

Prodeo Academy•St. Paul, MN

1d•$37,000 - $68,000•Onsite

About The Position

Student Success Coaches are collaborative school team members focused on closing the opportunity gap through proactive, responsive, and data-informed behavioral and social-emotional support. They support students’ growth with a loving, structured approach rooted in trauma-informed and restorative practices while maintaining high expectations for behavior and learning. Coaches partner with teachers, school leaders, families, special education staff, and related service providers to support students’ social-emotional development, behavioral regulation, and access to learning. Support may include proactive classroom push-in services, small-group instruction, short-term removals when necessary, and re-entry planning to help students return to learning as quickly as possible. The position calls for someone receptive to feedback, skilled in relationship-building, and able to work collaboratively across differences with cultural responsiveness and professionalism. The role is based in a school/classroom environment and includes supporting students across school settings, implementing behavior systems and interventions, responding to crises, tracking student data, and participating in professional development and coaching. The role requires regular, reliable attendance and appropriate student supervision. A three-week training in August is required. The position reports to the Principal.

Requirements

Commitment to Prodeo Academy’s mission and values.
Strong relationship-building and de-escalation skills.
Ability to remain calm, regulated, and directive in high-stress or crisis situations.
Data-informed mindset and strong attention to detail.
Strong organizational, communication, and follow-through skills.
Ability to work independently while remaining aligned to team expectations.
Cultural responsiveness, empathy, and professional judgment.
Reliability, integrity, and strong ethical standards.
Ability and commitment to participate in and maintain school-approved training in de-escalation, crisis response, and physical intervention.
Maintain required certifications in school-approved safety, de-escalation, crisis response, and physical intervention programs, as well as Registered Behavior Technician (RBT) certification.
Ability to stand and move throughout the school day.
Ability to sit and work on a computer for extended periods.
Ability to lift, push, or pull up to 25 lbs.
Ability to support students physically as needed, including during crisis response.
Ability to communicate clearly and effectively verbally and in writing.
Regular, reliable, and predictable attendance.

Nice To Haves

Bachelor’s degree preferred.
Experience working with students with behavioral or social-emotional needs.
Knowledge and application of trauma-informed practices and restorative approaches.
Experience using data to inform student supports and interventions.
Classroom teaching or school-based student support experience.
Registered Behavior Technician (RBT) certification preferred, or ability and commitment to complete RBT coursework and certification process.

Responsibilities

Teach and reinforce social, emotional, and behavioral skills across classrooms, hallways, cafeterias, recess areas, and school transportation settings.
Support students in developing self-regulation, problem-solving, and coping skills.
Ensure students receiving behavioral support outside the classroom have access to academic work and instructional materials.
Use approved social-emotional learning curricula and evidence-based behavior intervention strategies.
Support students’ successful return to learning following behavioral incidents.
Serve as a calm, positive, and regulated presence in the school community.
Implement schoolwide behavior systems, routines, and expectations consistently and with fidelity.
Provide proactive push-in support and reactive intervention based on student needs and program design.
Assist in developing, implementing, and monitoring behavior support plans with teachers and leadership.
Facilitate re-entry, problem-solving, and restorative conversations with students, families, and staff when appropriate.
Communicate with families about significant behavioral incidents, re-entry plans, and ongoing supports.
Participate in and maintain required training in de-escalation, crisis response, and physical intervention.
Implement de-escalation strategies and crisis response procedures in accordance with school policy and training.
When required and appropriately trained, assist with physical intervention to maintain student and staff safety while following legal, ethical, and procedural guidelines.
Prioritize student dignity, safety, and the least restrictive response during crises.
Document incidents accurately and communicate with leadership after crisis events.
Set and monitor clear, student-centered goals related to behavior, engagement, and time in learning.
Collect, track, and share behavioral and engagement data regularly with school leaders and instructional teams.
Use data to develop and adjust short-term intervention plans for individual students or small groups.
Work with teachers, special education staff, administrators, and related service providers to align supports.
Participate in grade-level, data, and problem-solving meetings as appropriate.
Maintain professionalism and confidentiality in interactions with students, families, and staff.
Attend required professional development and training, including a three-week training in August.
Participate in coaching, observation, and feedback cycles; receive feedback and implement recommended practices.
Maintain school-approved safety, de-escalation, crisis response, and physical intervention certifications, as well as Registered Behavior Technician (RBT) certification.
Remain organized, prepared, and reflective in daily practice.
Maintain regular, reliable, and predictable attendance and ensure student safety and appropriate supervision at all times.
Perform other related duties as assigned to meet the ongoing needs of the school and organization.