Culture and Climate Coach

Culture and Climate Coach

Ypsilanti Community Schools is seeking a Culture and Climate Coach. This position reports to the building principal and or designee with a salary of $50,000 annually. The ideal candidate will have a bachelor's degree, a valid Michigan elementary or secondary teaching certificate, and experience in counseling and/or teaching. The role requires demonstrated ability to serve as a culture and climate coach and a resource to teachers inside and outside of classrooms.

Knowledge of and ability to effectively address a wide range of social, emotional, and developmental needs of students inside and outside of classrooms is essential. The candidate should also have knowledge of various community resources and services, culturally responsive teaching, behavioral strategies, including restorative justice practices, PBIS, and trauma-informed education. Experience working with families to help them successfully implement behavior plans for students is preferred.

The ability to build good relationships with teachers, students, and parents is crucial.

Ypsilanti Community Schools serves approximately 3,900 scholars across various educational facilities. The district aims to create a safe and respectful environment for all students that promotes excellence.

The Climate and Culture Coach will assist teachers and the administration in planning and implementing well-coordinated social-emotional/trauma-informed behavioral practices and services for students, to be delivered at the classroom level. The coach will provide in- and out-of-classroom support, guidance, counseling, coordination, consultation, referral, and delivery of information and services. The coach will assist teachers in establishing a sense of community through meaningful relationships with their students and families.

Duties and responsibilities include:

• Assisting teachers in supporting students with academic, emotional, social, or behavioral problems inside and outside the classroom.
• Developing classroom management strategies that foster a climate conducive to academic achievement for students in all subgroups.
• Interacting with students who are disruptive, off-task, or exhibiting other emotional needs that are interfering with their engagement.
• Consulting with parents/guardians, teachers, support staff, administration, and local agencies to provide support to students.
• Providing parents/guardians with accurate, comprehensive, and relevant information in an objective and caring manner.
• Collaborating with staff to enhance understanding of all aspects of the student's development and its impact on learning.
• Assisting students in understanding and navigating school culture.
• Modeling conflict resolution and restorative justice skills for teachers and students.
• Assisting students in dealing with family crisis.
• Providing individual parent-student conferences as needed.
• Keeping accurate records of all counseling and guidance activities.
• Communicating with administrators regularly.
• Protecting the confidentiality of student records and releasing personal data in accordance with state laws and Board policies.
• Nurturing the home-school-community relationship.
• Working collaboratively with colleagues in professional learning communities.
• Creating and maintaining a flexible, stable, and pleasant learning environment that is student-centered while maintaining appropriate classroom management.
• Demonstrating knowledge of intervention practices, such as Multi-Tiered System of Supports (MTSS).
• Working closely with school leaders to analyze student behavioral data and inform better decision-making.
• Participating in ongoing professional development in the spirit of continuous improvement.

Preferred qualifications include the ability to cooperate with staff, parents/guardians, administration, and community resource people. Effective communication skills, the ability to develop rapport with students, staff, and families, and the ability to analyze and offer problem-solving and restorative justice techniques are also important. Patience, understanding of students' concerns, and knowledge of culturally relevant pedagogy are essential.

The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, in its programs and activities, including employment opportunities.