Restorative Practices Facilitator Spotswood Elementary School

Restorative Practices Facilitator – Spotswood Elementary School

Reports to: Principal and Chief Officer for Student Support

Contract: 200 Days

Salary Scale: Teacher Salary Scale

FLSA Status: Exempt

Position Type: Full-Time

Starting Date: Aug 10, 2026

Salary: $55,809 to $78,136 Per Year

Position Summary: The Restorative Practices Facilitator is a full‑time position at elementary, middle, and high schools. The facilitator will provide on‑site coaching, instruction, and restorative interventions to promote positive social skills, self‑management/efficacy, and personal and relational growth. The practices strengthen relationships among children, staff, and families and provide school‑wide support for a restorative, trauma‑responsive approach for all students. Support will be provided to faculty and staff through consultation and instruction on restorative practice principles, social‑emotional learning in the classroom, and strategies for conflict transformation.

School‑wide implementation at each school will include services to build community, create just and equitable learning environments, repair harm, and develop social‑emotional competence.

• Graduated from an accredited college or university with a Bachelor’s degree in education, psychology, social work, sociology, or a related peace‑building field. A Master’s Degree in Counseling, Restorative Justice, or a related peace‑building field is preferred.
• Experience working with individuals and families from diverse racial, ethnic, and socioeconomic backgrounds.
• Familiarity with conflict resolution, racial equity, and inclusion frameworks.
• Deep knowledge of instructional practices that promote supportive learning environments that build social and emotional skills.
• Theoretical and practical understanding and commitment to restorative values, principles, and practices.
• Familiarity with SEL Standards and evidence‑based approaches for SEL in the classroom (e.g., Second Step, PATHS, Advisor, Facing History and Ourselves, Responsive Classroom, Developmental Designs, CHAMPS, etc.).
• Knowledge of best practices in Multi‑Tiered Systems of Support to meet students’ behavioral, social, and emotional needs.
• Knowledge of adult learning styles and best practices for coaching and providing feedback.
• Ability to develop respectful professional relationships and build trust with teachers.
• Cultural awareness and the ability to navigate and promote sensitivity with issues of race and equity.
• Ability to coordinate and collaborate with diverse groups of professionals across multiple departments and organizations.
• Skilled multitasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
• Strong analytical, time management, organizational, and interpersonal skills.
• Passion and urgency for the critical role of SEL for improving the lives of students and families in Harrisonburg.
• Excellent written and verbal communication skills and the ability to present to diverse audiences, specifically racially, ethnically, and socioeconomically diverse communities, to foster professional relationships and express and/or exchange ideas.
• Proficiency in using a variety of office equipment and technology, with experience using Google, email, and information system applications.
• Proficiency in public speaking and written communication to express and/or exchange ideas.
• Emotionally mature, objective, and sensitive to people and their concerns. Able to handle responsibility, work independently, and maintain collaborative working relationships with students, coaches, families, administration, and co‑workers.

• Provides restorative practices to those who have caused harm, supports all parties involved and others impacted, identifies their needs, and empowers them.
• Responds to case calls for support to determine appropriate restorative responses and SEL education.
• Pre‑conference: prepares participants and facilitates restorative dialogues, conferences, and responsible circles in the aftermath of harm (staff‑student; student‑student).
• Pre‑conference: prepares participants and facilitates restorative dialogues, conferences, and…