Coordinator of Student Well- and Supports

Overview

Position Title:
Coordinator of Student Well-Being and Supports

Reports to:

Assistant Superintendent
Work Year:
School Year plus additional days

Location:

District-wide (PreK-12)

Position Summary

The Coordinator of Student Well-Being and Supports plays a critical leadership role in fostering a safe, supportive, and inclusive school climate across all PreK–12 schools. This position works in close collaboration with district and school administrators, social workers, psychologists, counselors, and other support staff to ensure the social, emotional, and psychological needs of students are met. The Coordinator will provide guidance and leadership for the district’s school counseling and clinical support staff and lead the development and implementation of comprehensive strategies, resources, and professional development to support student well-being and promote a culture of care in all schools.

Leadership

• Provide leadership and coordination for district-employed school counseling and clinical support personnel, including school social workers, psychologists, and other related staff.
• Ensure consistent, equitable, and high-quality services across all school buildings aligned with district-wide goals for student well-being.
• Serve as a visible and accessible presence in schools, fostering relationships with students, staff, and families.

Program Development

• Develop and implement procedures and best practices to support students’ social-emotional development, mental health, and school engagement.
• Streamline and align PreK–12 student support services to maximize efficiency, consistency, and effectiveness across the district.
• Collaborate with district and building leaders to ensure student support procedures reflect current best practices.

Professional Development and Capacity Building

• Design and deliver targeted professional development and coaching for educators on building strong student relationships and supporting student well-being.
• Guide staff in early identification and response strategies to support students experiencing social-emotional or mental health challenges.

Data-Informed Decision Making

• Collect and analyze data to assess the effectiveness of student support services and inform program improvements.
• Use key metrics—including student attendance, participation in athletics/co-curriculars, and student perception surveys—to evaluate progress toward student well-being and engagement goals.

Collaboration and Communication

• Work collaboratively with families, school-based teams, and external partners to ensure students receive appropriate services and supports.
• Serve as a liaison between schools and community mental health and wellness resources.
• Promote a shared vision for student wellness across departments and stakeholder groups.

Required:

• Master’s degree or higher in Social Work, School Psychology, Counseling, Education Administration, or a related field.
• Maine CHRC
• Valid state licensure or certification in a related professional discipline (e.g., LMSW, LCSW, NCSP, etc.).
• Minimum of 5 years of experience in a school-based or educational leadership role focused on student support services.
• Demonstrated experience supervising mental health or support services staff.
• Strong knowledge of MTSS (Multi-Tiered Systems of Support), trauma-informed practices, and experience with education related to student wellbeing and resilience.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee is frequently required to sit, stand, climb stairs, lift (ranging from 25-75 lbs depending on student size), bend, pull, push, walk, kneel, crouch, and perform other physical tasks that may be required from time to time.

Salary, work year and working conditions to be established by the RSU 57 School Board.

Performance of this job will be evaluated in accordance with provisions of the School Board’s policy on evaluation.

Note: The above job description reflects the general requirements necessary to describe the principle functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.