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Climate and Culture Coach (Positive Supports)

Central Administration
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Title:               Climate and Culture Coach (Positive Supports)

Department:   Office of Student Support Services

Reports To:    Administrative Superior

For forward-thinking administrators and educators, opportunities abound in the School District of Philadelphia. The School District of Philadelphia is committed to transforming the education opportunities it offers the city’s more than 203,000 school-aged children. The District seeks leaders who have a passion for working with schools, principals and communities who are committed to ensuring all students achieve.  Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?

Job Summary

Coaches, trains, supports, and facilitates effective systems, practices, and data analysis structures in order to develop equitable school climates that promote positivity, relationships, and belonging.  Expands the implementation of positive supports for delivery of effective Tier 1 structures with an emphasis on teaming, implementation, and evaluation, including an emphasis on the following: teaming, effective meeting functions, implementation of norms, acknowledgements, and teaching systems. Coaches and effectively communicates with school level positive supports teams, leadership, teachers, and other staff on the technical methodologies, data collection, the Team Initiated Problem Solving (TIPS) model, and the implementation of and progress monitoring of interventions.

Essential Functions

  • Supports the school-based positive support team with training and implementation of the Tier 1 framework.
  • Actively trains on roles and responsibilities as well as the precise problem statement development for the Team Initiated Problem Solving (TIPS) process.
  • Supports active learning, fosters collaboration, and participates in the school community.
  • Actively models positivity, using behavior specific praise, the school-wide acknowledgement system, and the progressive discipline system of the school.
  • Ensures the school-based team is prepared ahead of meetings, including regular coaching, meeting, and support for school-based data analysts, meeting facilitators, and minute takers.
  • Works with the school-based team to implement positive supports, in meeting regularly, in keeping a yearly meeting schedule, documents progress, progress monitors, and keeping on task.
  • Provides tools, such as the Student Information System with Code of Conduct Events and Non-Code of Conduct Events, Tiered Fidelity Inventories (TFIs), Self-Assessment Surveys (SAS), TFI-Based Action Plans, and other evaluation and progress monitoring reports and tools.
  • Assists with planning, training, progress monitoring, and implementation of a school’s Positive Supports action plan and each school’s improvement plan for essential practice twelve and general positive supports.
  • Facilitates data-based decision making, the implementation of progressive discipline systems, and ways to solicit and act upon staff, family, and student feedback.
  • Highlights when team goals have been achieved and facilitates recognition (celebration). 
  • Develops student training schedules, staff training schedules, and ways to support the positive relationship development of all encountered.
  • Uses many tools, formative and summative, that monitor progress at all stages of positive supports implementation.
  • Focuses the school team on data, outcomes, and effects; points school teams to precise problem statements, specific prevent, teach, and reinforce interventions in response, and in monitoring the fidelity of action items agreed upon.
  • Seeks out professional development opportunities, sessions for learning and growing professional knowledge, opportunities for collaboration, research, and/or the development of depth of knowledge of positive supports.
  • Regularly attends, collaborates, and actively participates in district team meetings, committee meetings, larger office meetings, and collaborative meetings and sessions with other central office support personnel.
  • Liaises with other coaches, offices, and central office departments and school-based staff to integrate positive supports with other climate and instructional initiatives.
  • Applies the lens of culturally responsive work to all tasks, including utilizing the lens of equity to confront racism.
  • Facilitates District-wide professional development trainings.

Minimum Requirements

  • Master’s degree from an accredited college or university.
  • Three years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.  


  • Bachelor’s degree from an accredited college or university.
  • Five years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.  


  • Any equivalent combination of training and experience determined to be acceptable by the Office of Talent.

Knowledge, Skills and Abilities

  • Demonstrated knowledge of:
  • tiered behavioral and climate programming.
  • Tier 1 strategies, including, but not limited to Positive Behavior Intervention and Support (PBIS), Restorative Practices, and Social Emotional learning.
  • the current methods, processes and techniques utilized in the implementation of program initiatives, including regular interaction with current research.
  • principles, practices and techniques of behavior management.
  • techniques and practices used when working with historically marginalized student populations.
  • the methods and techniques used in effective program planning, design and   administration.
  • the current social, educational, and economic issues as they relate to urban families.
  • trauma-informed practices.


  • Ability to:
  • use data to drive decision making.
  • exercise sound judgment and discretion in applying and interpreting policies and procedures and in making decisions consistent with program policies and objectives.
  • gather and track data and write detailed reports.
  • process multiple tasks simultaneously, adhere to timelines, and complete work in a timely manner.
  • assess the effectiveness of programmatic activities and to make cogent recommendations as needed.
  • design and implement tasks in collaboration with supervisors and stakeholders.
  • use a personal computer.
  • understand and follow oral or written directions.
  • communicate effectively, both orally and in writing.
  • establish and maintain effective working relationships.


The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.


The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

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