The SEL Coordinator supports the design and implementation of the social-emotional learning curriculum, standards, instruction, and assessment, delivers, and supports professional development for staff, is lead support to instructional coaches and interventionists, and a teammate to mental health support staff. The ideal candidate will have a strong background in social-emotional learning across all tiers and experience with curriculum design and proficiency-based learning. Demonstrated mastery of proactive and responsive intervention is important as well as the pedagogy that supports student engagement, differentiation, and inclusion. The candidate must have experience designing a framework to support positive behaviors. Demonstrated success leading adult learners in data-based decision-making within a multi-tiered system of support is also critical.
RESPONSIBILITIES AND DUTIES
The following tasks and duties may not be construed as exclusive or all-inclusive. Other duties may be assigned:
Provide professional development for staff members.
Observe classrooms, as requested, and provide targeted feedback and strategies to support students in need of SEL intervention including providing strategies for data collection related to SEL competencies.
Measure student behavior using a variety of assessment tools on a regular basis.
Consider data and work with teachers to make changes in both management and instructional practices.
Participate on all school based SEL committees.
Maintain a professional relationship with all colleagues, students, parents, and community members.
Create and annually update the district's Social and Emotional Learning Action Plan.
Attend training and/or meetings as directed.
Perform other duties and responsibilities as assigned.
Oversee implementation of SEL curriculum.
Coordinates the infusion of SEL standards with colleagues under the direction of the Guidance Vice Principal.
Assist administrators in ongoing professional development for staff in SEL programming, including training for new teachers and regularly scheduled workshops on SEL topics throughout the school year.
Work in coordination with administration to facilitate modeling SEL in classrooms and providing direct support to teachers.
Encourage SEL professional development and regular communication with school assistant principals about program implementation and building culture and climate.
Work to develop and distribute communication materials related to SEL including flyers and brochures for parents and updates and SEL calendar events/activities /happenings for staff.
Work with the administration to provide reports as needed for various administrators.
Assume other assignments as identified by the school management.
QUALIFICATIONS AND SKILLS
List of the qualifications that are necessary for someone to fill this position.
Minimum of five years teaching experience.
Knowledge of SEL competencies and approaches
Experience with professional development for teachers and/or other education professionals
A deep understanding of and commitment to SEL as a framework for school improvement
Leadership ability, especially working well with teams.
Comfort in addressing and working with building and district-level leadership.
Sensitivity to students’ social, emotional, and behavioral challenges.
Creativity and flexibility to develop successful programs for student academic success.
Ability to interact with students, families, staff, and administration and effectively handle issues utilizing a problem-solving approach.
Capable of working collegially with staff and administration.
Ability to prioritize the needs and requests of students, families, staff, and administration within the school setting and respond in a professional and efficient manner.
Ability to manage multiple projects and tasks at one time.
Comfort speaking in front of groups of students as well as adults/colleagues.
Successful direct experience with children exhibiting social, emotional, and behavioral challenges.
Understanding of critical practices and systems of behavior support.
Evidence of successful engagement with families.
Knowledge of Individualized Education Programs.
Strong verbal and written communication skills.
Capable of responding simultaneously to a variety of requests from families, staff, and administration.
Demonstrated proficiency in Microsoft Word and utilization of behavior databases for student management.