Restorative Practices Teacher

K-8 Elementary Teacher (Restorative Practices Focus)

Position

Purpose:

Under the general supervision of the School Principal, the Restorative Practices Elementary Teacher facilitates student success and growth in academic, social, and interpersonal skills. This role prioritizes a relationship-centered approach to discipline, focusing heavily on proactively building a classroom culture of belonging, safety, and mutual respect. Rather than relying on traditional punitive measures, this educator utilizes dialogue and collective accountability to repair conflicts, addresses the specific educational and emotional needs of individual students, and maintains an optimal, trauma-informed learning environment.

Essential Functions:

• Proactive Culture & Community Building:
  Establishes a classroom environment that is safe, inclusive, and conducive to learning. Routinely implements community-building circles and proactive restorative strategies to lay a baseline of trust.
• Dialogue-Driven Conflict Resolution:
  Guides students through repairing harm and resolving conflicts using restorative dialogue, active listening, and collective accountability rather than exclusionary discipline.
• Crisis Management & Composure:
  Maintains absolute professional composure and empathy during high-stress, emotionally charged behavioral situations. Uses CPI (Crisis Prevention Institute) techniques to safely de-escalate crises.
• Academic Instruction:
  Develops and administers school elementary curriculum consistent with school district goals. Translates lesson plans into engaging learning experiences tailored to individualized and small-group instruction.
• Assessment & Differentiation:
  Conducts ongoing assessment of student learning and modifies instructional methods to fit individual student needs, including students with special needs.
• Professional Growth & Training:
  Continuously acquires professional knowledge in both educational pedagogy and restorative frameworks. Demonstrates a strong willingness to attend specialized restorative practices training and workshops.
• Effective Communication:
  Demonstrates exceptional communication skills to encourage parental involvement, collaborate with administrators, and provide meaningful feedback regarding student academic and behavioral progress.
• Record-Keeping:
  Organizes and maintains an accurate, legally compliant system for record-keeping, grading, tracking behavioral interventions, and reporting student attendance/achievement.
• Collaborative Support:
  Coordinates with other elementary professional staff members (especially within grade levels) to evaluate curriculum, share restorative strategies, and actively participate in faculty meetings.
• Supervision & Safety:
  Supervises students in activities out of the classroom during the school day, ensuring their physical and emotional safety. Administers standardized tests in accordance with District testing programs.

Additional Duties:
Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

Note:

The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every task or responsibility.

Equipment & Travel Requirements:

• Equipment:
  Uses standard office equipment such as personal computers, printers, copy machines, and digital communication platforms.
• Travel:
  Travels to school district buildings and professional development meetings as required.

Knowledge, Skills, and Abilities:

• Relationship-First Philosophy:
  Deep understanding of how to manage a classroom through connection, mutual respect, and restorative justice principles.
• De-escalation Expertise:
  Strong ability to remain calm under pressure and effectively defuse behavioral escalations.
• Communication
  
  Skills:
  
  Excellent verbal, written, and interpersonal communication skills for navigating sensitive conversations with students, families, and staff.
• Pedagogical Knowledge:
  Strong understanding of elementary school curriculum, child development, and differentiated instruction.
• Data & Action Planning:
  Ability to utilize data information systems to analyze academic and behavioral trends to formulate…