Coordinator of Student Mental Health, SEL and Behavior Support

Position Type:
Administrator-Division Level

Date Posted:
4/14/2026

Location:
School Board Office
Job Title: Coordinator of Student Mental Health, SEL and Behavior Support


Minimum Salary: $84,854-$156,594 (Commensurate with experience)

Supervisor: Assistant Superintendent of Student Services


Job Classification: Exempt

Contract Length: 260 days


Job Summary


The Coordinator of Mental Health and Behavior Support is responsible for the successful implementation of mental health services, under the guidelines of improving academic achievement through mental health support, wellness and social-emotional learning from preschool through high school. The Coordinator of Mental Health and Wellness acts as a liaison, consultant, organizer, and key team member with the schools, district, and the community in the integration of services, procedures, and protocols to support children with mental health needs and their families. Additionally, this position is responsible for providing leadership and direction for all behavior support programs utilizing the multi-tiered system of support framework.


Essential Duties

These duties illustrate the type of work performed and do not exclude other similar or related duties:

• Provides leadership and supervision for behavior support staff to include behavior specialists and behavior interventionists to ensure effective implementation and integration of evidenced-based practices and services.
• Provides leadership and supervision of the Social Emotional Learning (SEL) program implementation for students and staff.
• Serves as liaison to all Petersburg City Human Service agencies and ensures compliance with all federal and state requirements for student mental health to include oversight and direction for the data collection and auditing of related state reports.
• Coordinates and monitors the implementation of professional development of school based mental health supports, as well as teachers and administrators in Trauma Informed Practices.
• Provides Leadership for parent/guardian education and awareness programs regarding student mental health, trauma, social emotional learning, and student behavior.
• Provides leadership and supervision for all Student Empowerment Teams (SET) at each school within the division to ensure that proper supports and interventions are being utilized to support student success.
• Leads and works collaboratively with the CAO in the development of all Requests for Proposal (RFP) processes concerning any mental health or behavior support program in the district.
• Assists with the development of functional behavioral assessments and behavioral intervention plans.
• Assists staff with the development of crisis prevention and intervention plans, including the behavioral modification program.
• Assists as needed with the crisis assessment team at each school to determine the level of threat and follow through with recommended interventions
• Assists in developing and maintaining home-school relations in crisis situations with students. • Assists with the development and maintenance of program evaluation procedures.
• Assists with case-management and team problem-solving with other school and district staff, agency personnel and other appropriate professionals on a regular basis.
• Utilizes professional knowledge and skills to assure implementation and maintenance of intervention plans.
• Ability to identify, document, make recommendations, and report data on students' behavior based on trends and research.
• Assumes responsibility for own professional growth and development by keeping current with the literature and new research findings, and by attending professional development as appropriate.
• Collaborates regularly with school administrators to align strategies and ensure the effective implementation of related programs.
• Performs other related duties as requested or assigned.

Job Specifications

• Thorough knowledge of federal and state mandates and local procedures and regulations relating to special education programs.
• Ability to communicate effectively both orally and in writing.
• Ability to effectively relate with persons from a diverse social and economic background.
• Skilled in the use of personal computers and related software packages, hardware and peripheral equipment.
• Must have knowledge of adolescent substance use and current trends
• Must have extensive knowledge and experience of providing Crisis Intervention
• Must have extensive knowledge of Social and Emotional Learning and Trauma Informed Practices in Schools
• Must have knowledge of current trends and methodologies used to address the needs of children with behavioral challenges.
• Must have the ability to recommend evidenced based practices as needed.
• Must have experience working with students in grades Pre-K - 12.
• Must have extensive successful experience in analyzing and assessing behavior, developing, planning and implementing behavioral interventions.
• Must have knowledge of community based programs that will be beneficial to students and families
• Must have skills in evaluation, development and implementation of positive behavior intervention plans; knowledge of tiered intervention frameworks; knowledge of current accepted best practices utilized in the full continuum of placement options for students with behavioral challenges.
• Must have knowledge of data tracking and collection, record management and reporting methods, and a demonstrated understanding of differentiated instruction.
• Must have expertise in developing and providing staff development activities for individual schools and/or programs.
• Ability to collaborate effectively with other school personnel, parents and community agencies.
• Ability to establish and maintain effective working relationships with associates, students and families.
• Ability to travel frequently to and from schools/agencies within and without division.

Minimum Qualifications (Knowledge, Skills and Abilities)

• Education: Master's Degree in psychology, social work, counseling, or a related field.
• Experience: Minimum of (5) years of successful experience working with students who have challenging behaviors in a therapeutic or school setting. Minimum of two years supervising behavior support staff
• Certification and Licenses: Professional Post Graduate License and Board Approved Clinical Supervisor Certification preferred (LPC, LCSW, LCP)

Working Conditions and Physical Demands

The duties are primarily performed in an office environment, with no unusual physical demands. The physical requirements described are representative of those necessary to perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.