An Equal Opportunity Employer
Flint Community Schools
Human Resources
Employee
Job Description Job Title:Coordinator of Culture and Climate
Job Summary The Coordinator of Culture and Climate focuses on fostering a positive, inclusive, and equitable school environment by supporting student success, strengthening school culture, and helping staff maintain a safe, supportive, high‑expectation school climate. Working closely with the principal, leadership team, staff, families, and community partners, the coordinator coordinates efforts around student behavior, attendance, equity, social‑emotional development, and overall school climate, while also assisting with interventions such as behavior plans and home visits to boost family engagement.
The position does not supervise instructional staff or oversee curriculum or evaluations; instead, it centers exclusively on student support and collaborative culture‑building under the principal’s direction.
Essential Functions (May include, but not limited to)
Develop, implement, and monitor school wide systems that promote a positive, inclusive, and mission‑aligned culture using data and stakeholder feedback.Design and support systems that improve student attendance, engagement, and sense of belonging.Maintain a proactive, accessible presence to build strong relationships with students, staff, and families.Promote consistent routines, expectations, and positive behavior systems across the school.Lead restorative approaches and behavior management systems that reinforce positive student behavior.Serve as primary responder for mediation, de‑escalation, and conflict resolution.Create individualized support plans with staff and student support teams.Collaborate with teachers to align classroom management with school wide expectations.Assist with early identification and intervention for academic, behavioral, or attendance concerns.Partner with the behavior specialist to implement and monitor student behavior plans.Conduct home visits to support attendance, engagement, behavior, and family partnerships.Identify and address barriers to student success and promote culturally responsive, trauma‑informed, and restorative practices.Support development of equitable and engagement systems for all students.Collaborate with families and community partners to enhance student support networks.Assist in ensuring school policies and practices are inclusive of all student populations.Offer non‑evaluative coaching and modeling on restorative practices, SEL, PBIS, and classroom management.Collaborate with leadership to plan and support staff professional development.Help teachers address classroom culture and behavior challenges through collaborative problem‑solving.Partner with the building administration team to celebrate staff efforts that strengthen school climate.Share tools and guidance that support inclusive, supportive learning environments.Work with counselors, social workers, behavior specialists, and other staff to address academic, behavioral, and emotional needs.Support systems related to mental health, attendance, and student engagement.Align culture and climate initiative with district policies and expectations.Track student behavior interventions, attendance supports, and climate initiatives.Produce summaries and reports related to school culture and student support systems.Perform all other duties as assigned, as allowable by grant funding.The information contained in this job description is not an exhaustive list of the duties performed for this position. Other duties within the classification and the physical demands of the job may be assigned.
Qualifications
Education:
Bachelor’s degree in education, counseling, social work, psychology, or related field required. Master’s degree preferred.
Experience:
Minimum 5 years’ experience in education, counseling, youth development, or student support services strongly preferred. Candidate should also have demonstrated experience in restorative practices, PBIS, MTSS, SEL, behavior systems, or equity‑focused practices.
Skills:
Strong knowledge of restorative practices, social‑emotional learning (SEL), and trauma‑informed care.…
