Partner of Mental Health - Educational Services Center

JOB SUMMARY

Provide first-line support, training, and coaching to building-based mental health providers. Collaborate on hiring processes, crisis responses, and professional development initiatives across the department. Ensure equitable, trauma‑informed practices that foster a positive and supportive environment for staff and students. Lead district wide efforts in social‑emotional learning and mental health services for general education and special populations. Strengthen systems and partnerships that promote student well‑being and effective service delivery.

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• 1. Lead and manage district wide special projects, depending on individual assignment, that enhance mental health service quality, operational efficiency, and community partnerships by coordinating graduate‑level field placements, overseeing community provider vetting and referral systems, and supporting curriculum development and professional learning for mental health staff. Develop and distribute district communications, contribute to website management, and maintain assessment inventory systems through purchasing, vendor coordination, and streamlined processes.
  
  Manage grant‑related partnerships by collaborating with community organizations, monitoring data, ensuring compliance, and overseeing budgets. Hire, train, supervise, and support SEL Specialists and Technicians while consulting with specialized programs, charter schools, and wellness partners to address student and employee mental health needs. Maintain licensure and compliance systems by facilitating required coursework, managing mentor documentation, and ensuring adherence to Medicaid, Special Education, and district procedures.
• 2. Provide technical support and training to school mental health teams to ensure legally‑defensible service delivery and psycho educational evaluations.
• 3. Promote a positive and healthy working environment for mental health professionals in assigned feeder area and district wide. Consult, support, train, and oversee mental health services in assigned feeder area and district wide through regular formal and informal contact with assigned building‑based mental health staff.
• 4. Onboard early career professionals and coach in all aspects of school‑based mental health services, including planning/teaching ongoing professional developments. Support the progress of early career mental health professionals, or as assigned by Director.
• 5. Serve as the secondary evaluator for first and second‑year mental health personnel in assigned feeder area. Support mental health professionals with professional growth needs by providing feedback, additional training, and assistance with goal setting.
• 6. Support school buildings in feeder area with universal, targeted, and intensive social‑emotional learning supports that are embedded with cultural humility, focus on equity, and are trauma informed. Analyze district social emotional learning screener data (i.e., Panorama) on the micro‑ and macro‑levels.
• 7. Assist building mental health providers in locating community mental health resources and supports. Work with school‑based mental health teams to ensure continuity of care between school and or other higher levels of care.
• 8. Collaborate with the mental health leadership team to plan and execute monthly department‑wide trainings for over 200 mental health professionals.
• 9. Collaborate with special education liaisons & leaders, Board Certified Behavior Analysts (BCBAs), and Registered Behavior Technicians (RBTs) to assist school teams in conducting legally‑defensible and evidence‑based behavior plans driven by functional psychological and behavioral needs.
• 10. Participate…