Social Emotional Learning Specialist

Bridgeton Public Schools

Job Description
New

POSITION:

Social Emotional Learning Specialist

QUALIFICATIONS:

  1. Bachelor's degree from an accredited college or university
  2. 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.
  3. 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.
  4. Experience working with students with behavior-related issues
  5. Current in Non-Violent Crisis Intervention training
  6. Experience in administering SEL Screening and understanding the interpretation of the screening results and developing individual SEL Plan for the students.
  7. Comprehensive knowledge, understanding of, and commitment to social and emotional learning (SEL).
  8. Strong rapport with children, young people, and adults.
  9. 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:

  1. 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.
  2. 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
  3. 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.
  4. 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
  5. 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

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