Bridgeton Public Schools
Job Description
New
POSITION:
Social Emotional Learning Specialist
QUALIFICATIONS:
- Bachelor's degree from an accredited college or university
- Master's degree from an accredited college or
university in Education, Social Work, Clinical Social Work,
Psychology, Counseling, Social, Emotional and Behavioral Wellness
or a related field is preferred.
- Three (3) years of experience in providing psychological or social
work, and/or emotional support or counseling services to students
who have experienced trauma, adverse childhood experiences.
- Experience working with students with behavior-related issues
- Current in Non-Violent Crisis Intervention training
- Experience in administering SEL Screening and understanding
the interpretation of the screening results and developing individual
SEL Plan for the students.
- Comprehensive knowledge, understanding of, and commitment to
social and emotional learning (SEL).
- Strong rapport with children, young people, and adults.
- Required criminal history background check and proof of U.S.
citizenship or legal resident alien status.
REPORTS TO:
Report to the Director of Student Services.
JOB GOAL:
To provide social and emotional support to all students.
PERFORMANCE RESPONSIBILITIES:
- Coach School Leaders/Teams in Multi-Tiered Systems of Social & Emotional Support:
- Work closely with school administrators to support effective leadership at the intersection of social, emotional, academic, and equity pedagogical work
- Collaborate with school teams such as I&RS and other appropriate support staff and assist with strategic planning to ensure better student outcomes
- Provide implementation support and technical assistance to schools trained in key CASEL strategies
- Connect schools to SEL-related community partners, resources, tools, professional development, etc.
- SEL Integration:
- Integrate social-emotional learning (SEL) and behavioral intervention strategies in-network and school professional development, PLC activities, assessments, walk-throughs, and principal meetings;
- Ensure integration of SEL and positive behavior supports with district priorities.
- Collaborate with our Administrators and Teachers in charge of, Physical and Health Education, English/Language Arts, and Social Studies to ensure integration of SEL in the subject areas where appropriate.
- Support Network in providing feedback on SEL-related goals and action items within and progress monitoring of those efforts
- Ensure integration of SEL and climate supports with district priorities, particularly Framework for Teaching and Common Core implementation
- Facilitate parent, teacher, administrator, and community meetings to build knowledge around school SEL supports
- Lead Effective Professional Learning:
- In partnership with the central office, coordinate initial professional development, and ongoing professional learning communities across network schools to support the implementation of evidence-based SEL and behavioral supports.
- Support in the development and implementation of school-level professional learning plans on topics aligned to supportive school indicators.
- Provide and/or connect schools to on-site staff PD in schools identified by need and/or commitment
- Support and lead district-wide SEL-related professional learning.
- Consult on Behavior Incident Responses and Crisis:
- Regularly review and problem-solve around Network disaggregated discipline data
- When individual student social, emotional, and/or behavior issues arise, consult with school staff on prevention, de-escalation, and intervention strategies, and identify opportunities for minimizing or addressing behavior issues in the future.
- Understand the principles and the regulations around restraints and seclusion.
- Develop schedules, collect data, analyze the data from the district SEL Platform and develop the action plan for the students' rating areas such as emerging and or at-risk.
- Advise schools during emergencies and crises and facilitate communication and collaboration with the Counselors, Child Study Team Staff, and or Mental Health Practitioners.
- An urban education system with a focus on social, emotional, and behavioral support is strongly preferred
-
Knowledge, Skills, and Abilities:
- Deep knowledge of evidence-based and promising equity-focused, trauma-engaged practices for developing students' social and emotional competencies, building relationships between school stakeholders, and increasing student engagement.
- Ability to build collaborative relationships with a variety of constituent groups, including External Partners, Administrators, Counselors, Child Study Team Members, and Mental
- Health Practitioners, to ensure the entire system operates in the most effective manner possible to support schools and students
- Expertise in guiding the analysis of data and data-based inquiry to ensure improvement in professional practice
- Experience using data to drive critical conversations and continuous improvement among peer and non-peer colleague groups
• Ability to define problems, analyze data, and outline valid conclusions and action steps
- Experience providing consultation and technical assistance to peer and non-peer audiences
- Experience coordinating and delivering professional development for a variety of internal and external stakeholders
- Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
- Any other duties assigned by the Student Services Administrator
TERM OF EMPLOYMENT:
12 Months
EVALUATION:
Job performance will be evaluated by Board policy
Initials: EA
Date: 07/05/2022