Director of Social Emotional Learning and Student Support

Director of Social Emotional Learning and Student Support

Starting Date: Jul 20, 2026

The Director of Social Emotional Learning and Student Support reports to the Assistant Superintendent for College and Career Readiness and Student Support. The Director is charged with driving social emotional learning opportunities and providing safety nets and supports for students, as well as providing professional development and consultation to administrators and staff to enhance positive academic outcomes for students, across all district schools.

The Director of Social Emotional Learning & Student Support is responsible for supporting students SEL growth, including but not limited to, supporting implementation of SEL curriculum, enhancing embedded SEL instruction into classroom content, assessment of student SEL skills and provision of effective, research-based multi-tiered SEL supports and interventions.

This position requires a leader with strong educational experience and a robust clinical background, excellent engagement and communication skills, as well as an individual that thinks systemically and is able to integrate and align a variety of SEL interventions, such as PBIS, Trauma Sensitive Environments, Restorative Culture and Practices, Inclusive Practices, etc. The Director of Social Emotional Learning and Student Support should have a depth of understanding of both healthy child development within a wide range of ability, as well as knowledge of the nature and manifestation of disability.

The Director will provide leadership and oversight of the implementation of evidence-based universal SEL programs and approaches, including, but not limited to Second Step, Positive Behavior Intervention and Supports (PBIS), Anti-Bullying Programs, Suicide Prevention, Pregnancy and Disease Prevention Programming. Provide leadership and support for implementation of Tier II group and Tier III individualized interventions through oversight of activities of Psych/SAC Unit and consultation with building administrators and PBIS Leadership Teams.

• Oversee School Adjustment Counselors, School Psychologists, and assignment of social work and psychologist interns to clinical supervisors as needed.
• Conduct Title IX investigations related to possible sexual harassment when requested by the Superintendent.
• Apply for and subsequently monitor relevant grant opportunities to supplement the local budget to support activities to optimize student social emotional growth.
• Lead and support the implementation of evidence-based universal SEL programs and approaches, including Second Step, PBIS, anti‑bullying programs, suicide prevention, and pregnancy and disease prevention programming.
• Provide leadership and support for Tier II group and Tier III individualized interventions through oversight of Psych/SAC Unit activities and consultation with building administrators and PBIS Leadership Teams.
• Provide professional development and consultation to administrators and staff to enhance positive academic outcomes.
• Drive SEL opportunities and safety nets and supports for students.

• A minimum of a Master’s Degree in Social Work (or related field) or School Psychology.
• Dual licensure in Massachusetts as either a School Adjustment Counselor/School Social Worker or School Psychologist, AND possess an Administrative license, such as Special Education Director, Pupil Personnel Director or Supervisor/Director (Non-Core).
• Minimum of eight years of leadership experience in an educational and/or a clinical setting with a focus on providing social, emotional, and behavioral supports.
• Strong understanding of school and district level systems.
• Knowledge of SEL competencies and the ways that these can be developed in students within an educational setting.
• Knowledge of current research and best practice in SEL and school climate prevention and intervention.
• Demonstrated facility in cultural proficiency in work with students, staff and families.
• Experience using data to drive critical conversations and continuous improvement among peer and non-peer colleague groups.
• Experience providing consultation and support to families…