Student and Family Advocate- ANTICIPATED

Student And Family Advocate

Reports to:

Building Principal

Roles:
The SFA will perform these essential roles and functions within our system of multi-tiered support:

• Tier I:
  Lead and participate in building PreK-8 PBIS (Positive Behavior Intervention Supports) and grades 6-12 CKH (Capturing Kids' Hearts) implementation and leadership work.
• Tier 2:
  Small Group student support; organization and facilitation of SIT (Student Intervention Team) for behavior supports
• Tier 3:
  Individualized support for students

District Level Work:
Collaborate with administrators, counselors, AEA personnel, the district Curriculum Coordinating Council (CCC), and others to collect, analyze, and respond to Social Emotional Behavioral data

Responsibilities:

• Design and lead high-quality, engaging programming for students, staff, and families
• Lead and participate as an active Multi-Tiered Systems of Support (MTSS) team member to identify root causes of student behavioral issues, implement appropriate interventions, and report on data at ongoing SIT meetings
• Support school staff, students, and families by sharing and implementing evidence-based interventions that will promote positive behavioral outcomes (ie: restorative practices, de-escalation strategies and interventions, PBIS and CKH strategies)
• Support Social Emotional Behavioral practices at the district-level by working with the CCC to monitor and implement the district strategic plan
• Provide direct services to students, utilizing research-based techniques to meet individual or small group needs
• Consult with teachers, team members, parents, additional resource providers, and appropriate outside agencies regarding factors impacting the student's academic performance/progress
• All other duties as assigned.

Requirements:

B.A./B.S. in mental health, education, or a related field. Prefer candidates who hold or are eligible to obtain an Iowa BoEE license as a teacher, school social worker, school psychologist or school counselor. Possess a strong understanding of how to support students' social, emotional and behavioral needs. Prior training and experience with trauma informed practices, social emotional learning competencies, and developing effective support plans preferred.

Preferred

Skills:

• Strong commitment to serving struggling and underserved/under-resourced students
• Experience working with community agencies in providing support networks to assist students and families; experience supporting public school students
• Knowledge of individual and group counseling skills
• Possess strong problem-solving and organizational skills; willingness to persist with students
• Advocacy skills, including the ability to negotiate, compromise, and confront conflict professionally
• Ability to cooperate and communicate effectively with students, families, and school personnel

Special Knowledge/

Skills:

• Knowledge of MTSS and skills in identification, monitoring and implementation of tiered supports
• Strong consultation skills for conferencing with teachers, parents, and students
• Knowledge of prevention and intervention strategies, including behavior management interventions
• Awareness and ability to access community resources
• Excellent organizational, communication, and interpersonal skills