Purpose and Scope
Performs as an instructional facilitator to increase effectiveness of the district's ReSET rooms and assistants, district-wide SEL curriculum, professional development and Student Equity Enrollment and Discipline (S.E.E.D.) programs, and to improve utilization of SEL curriculum, and to improve the development, implementation and coordination of the District's trauma informed and trauma responsive SEL program goals.
Provides support to schools for the improvement of the overall school climate.
Facilitate the implementation of trauma-informed systems to reduce re-traumatization, promote student and staff resilience and increase positive academic and non-academic outcomes for students. The facilitator will develop and deliver professional development facilitation and consultation to school and district staff to support the school's development of mindsets, systems, practices, strategic planning, interventions and partnerships needed to effectively develop trauma-informed schools and systems that support student and staff well-being and resilience. The facilitator will also support the District's Trauma Informed Schools and ReSET Rooms sites. Reports to SEL Manager.
Essential Job Functions
Work collaboratively with the school staff and community partners to implement a comprehensive trauma-informed approach to address both preventative and responsive measures for students and staff. Design & facilitate dynamic, sequential professional development that supports a consistent implementation throughout the school year to all school staff.
Engage school administrators and staff in ongoing consultation and coaching that is reflective, responsive, supportive and contextual and promotes sustainable trauma-informed mindsets, systems, practices and school-community partnerships. Provide individualized, classroom-based coaching to support teachers in building supportive relationships with students and implementing and sustaining trauma-informed practices that promote student success and empowerment. Coach and support additional school personnel in implementing and sustaining trauma-informed practices.
Work with administrative district, and school leadership staff to ensure that policies and procedures reflect an understanding of the role of trauma in student behaviors. Design and lead monthly in person site visits for each site. Facilitate ongoing technical assistance for assigned school sites.
Build the capacity of school sites to use data to inform decision making. Participate in professional development and other opportunities for professional growth. Builds capacity of teachers and teacher assistants, and ReSET Room assistants to support SEL curriculum and programmatic goals.
Plans, organizes and conducts staff, parent and student activities to ensure increased student SEL support. Works as part of the District's SEL and S.E.E.D. team. Researches, identifies, and models best practices.
Facilitates district and site-based SEL instructional programs/initiatives Assists ReSET assistants, administrators and teachers in planning, implementing and monitoring intervention strategies that support identified high-risk students. Coordinates effective SEL curriculum implementation, instruction, and classroom management. Completes informal teacher observations and walk-throughs as directed by the S.E.E.D.
Manager of SEL and S.E.E.D. Executive Director. Performs other related duties to support the implementation of the District's and S.E.E.D.'s goals.
Graduation from an accredited college or university with a Bachelor's Degree. Master's Degree preferred but not required in Curriculum and Instruction and/or Administrative & Supervision (Educational Leadership) plus five (5) years of demonstrated successful teaching experience; knowledge or experiences of Trauma Informed Practices and requires valid Tennessee Teacher's Certificate. Instructional or leadership coaching experience preferred
Knowledge, Skills, and Abilities
Experience developing and facilitating professional development trainings and awareness of adult learning theories and ability to apply adult learning principles when coaching school-based professionals
Knowledge and proven experience in effectively providing teacher consultation, classroom coaching and/or leadership coaching
Knowledge and awareness of trauma (social, historic, behavioral and how that relates to school culture), resilience, adverse child and community experiences, school climate, school mental health frameworks, Social Emotional Learning concepts
Demonstrated success in working with students and families of diverse backgrounds
Ability to quickly establish and maintain cooperative and effective professional relationships, build trust in a limited time, and engage with a broad range of school-based staff and community partners around building a trauma sensitive culture
Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building.
Cultural awareness and ability to navigate and promote sensitivity with issues of race and equity and knowledge of racial equity and racial justice in the context of public education
Excellent communication and interpersonal skills with the ability to communicate clearly and concisely, both orally and in writing, to a broad range of audiences Comfort using tools and methods to optimize support for a remote staff (Microsoft Office Suite, distance learning technologies, creative use of video, virtual meeting technologies, etc.)
Excellent project management skills, ability to balance multiple priorities with proven ability to anticipate challenges, solve problems and maintain a calm demeanor in high-pressure situations
Strong analytical, time management, organizational and interpersonal skills
Knowledge and/or experience with change management as it relates to positive organizational change.
Instructional or leadership coaching experience preferred
Shelby County School District