Resilience Coach

Summary

Under the direction of the Director of Resilience, the Resilience Coach is responsible for the development, implementation, and monitoring of all behavior and social/emotional supports in their assigned building. They will work in collaboration with all building staff on Positive Behavior Intervention Supports (PBIS), restorative practices, trauma informed practices, and the fair and equitable treatment of students of color in the school.

• Degree in social work, counseling, psychology, special education, or education (Master’s degree preferred)
• Knowledge or experience in cognitive coaching or other coaching frameworks or methodologies
• Knowledge of Restorative Practices, Trauma Informed Practices, Positive Behavior Intervention Strategies, Multi Tiered Systems of Support
• Crisis Prevention Institute trained
• Knowledge of social emotional learning (CASEL, Second Step, Why Try, etc…)
• Successful experience working in an educational setting preferred

• Schedule and conduct activities necessary to implement MTSS, PBIS, and Social Emotional Learning
• Plan, implement, and monitor Restorative Practices and Trauma Informed Practices
• Lead child study processes
• Facilitate behavior intervention plan meetings/interventions and supporting with data analysis.
• Coach teachers on tiered behavioral interventions and data collection and analysis to inform decision making
• Develop relationships with local agencies for additional support for families
• Oversee behavioral data tracking procedures and use of resources
• Continue research on best practices for Social Emotional Learning and Trauma
• Respond to student behavior with a restorative approach and trauma lens
• Facilitate or participate in school efforts to improve climate

• Work collaboratively with a culturally diverse community and student population
• Strive to ensure equity among programs and learning opportunities for staff, students and parents
• Contribute constructively to closing racial, ethnic, gender, and socio-economic achievement gaps Demonstrate ability to work with colleagues, teachers, staff, students and community groups of diverse academic, socioeconomic, cultural, sexual orientation, disability and ethnic backgrounds
• Experienceensuring equity among programs and learning opportunities for staff, students, and parents
• Proven ability to inspire, motivate, and model service‑oriented leadership
• Demonstrate computer proficiency to effectively communicate data
• Regular dependable attendance is a critical performance factor to ensure consistent, high quality student services

A competitive salary combined with a comprehensive fringe benefit package will be offered to the successful applicant.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit.

While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well‑being, or work output of other people. Specific vision abilities required by this job include close vision such to read handwritten or typed material, and the ability to adjust focus.

The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EOE