Teacher Social Emotional Learning Specialist
- Master’s degree in counseling, school psychology, social work, or another related mental health field.
- Meets all professional licensure requirements. Learn more here.
- Training and experience with effective, research-based behavioral interventions and strategies for supporting urban youth.
- Experience leading, coaching, and managing adults Training and experience in restorative and trauma-informed approaches
Nice to Haves
- At least 2 years of historically under-served and/or marginalized school-based experience in the area(s) of mental health, intervention, special education, counseling, and/or school culture.
- Experience with data collection and analysis.
- Speaks Spanish and has experience working with and supporting Emergent Bilinguals.
- Demonstrated success working with students of color and students with varied abilities Experience in Title I and/or charter schools
- INTEGRATED MTSS STRUCTURES AND PROCESSES
- Lead and partner with school staff and school community to build a positive school culture and climate by coordinating universal social-emotional programming and supports such as universal SEL instruction, data-based decision-making, safe school planning, professional development, and facilitation of tier 2 supports, which may include psychoeducational counseling groups.
- Support assigned campus with establishing an integrated MTSS team Organize and facilitate the administration of the school-wide social-emotional and behavioral screener (i.e., Behavioral and Emotional Screening System (BASC-3 BESS)) during 3 benchmark windows throughout the school year.
- As a member of the integrated MTSS team, analyze a variety of data to Identify needs for social-emotional programming and continuously improve existing social-emotional programming.
- Design, implement, monitor, and adapt student response to research-based interventions for targeted academic, behavioral, social, and emotional needs.
- Collects and monitors social-emotional data regularly to identify students in need of additional support.
- Celebrate and learn from performance gains and systemic improvement.
- In collaboration with the mental health team, culture team, and school leadership team, analyze school-wide trends around attendance, behavior/discipline data, and safety responses and develop and lead initiatives to address challenges and social-emotional wellness.
- Invest in and directly support stakeholders in developing the school-level infrastructure necessary for the implementation of social-emotional programming and interventions.
- Work with teachers and school staff to support students’ individual needs through teacher consultation, team meetings, and the MTSS process.
SOCIAL-EMOTIONAL PROGRAMMING AND TIERED SUPPORTS
- Serve as the social-emotional learning expert, providing expertise in and direct facilitation of social-emotional programs and interventions.
- Lead implementation of assigned school-wide campus social-emotional program, including direct facilitation of the program and support for teachers with the internalization and implementation of assigned campus social-emotional curriculum (e.g., lead implementation fidelity checks).
- Coordinates and leads implementation of schoolwide or classwide Tier 1 activities and supports (e.g., suicide prevention programming, bullying prevention week, Mix It Up Day).
- In collaboration with the integrated MTSS team, culture team, mental health team, and school leadership, implement systems and routines that create a safe, predictable, and welcoming school and classroom culture (e.g., mental health referral process).
- Provides evidence-based, age/grade/developmentally appropriate social-emotional interventions to students in small group and one-on-one settings across tiers with students in general education.
- Facilitates small group counseling and evidence-based/manualized interventions (e.g., Coping Cat, BrainWise, CBITS, Zones of Regulation).
- Follows protocol for providing students with counseling services that align with district and/or STRIVE expectations (e.g., SE/MH plan, consent for counseling, documentation in ezEdMed, progress monitoring).
- Maintains direct service logs for all students receiving tiered social, emotional, and/or behavioral interventions following district and network guidance.
- Respect for diversity in the home, school, local, and global communities.
TARGETED, RESPONSIVE COACHING AND PROFESSIONAL DEVELOPMENT: SOCIAL EMOTIONAL LEARNING AND CLASSROOM CULTURE
- Develop and provide professional learning or content for adult learners.
- Support teachers in building meaningful relationships with students and families.
- Provide coaching, modeling, and ongoing consultation with behavioral and social-emotional interventions.
PREVENTATIVE AND RESPONSIVE CRISIS SERVICES
- Collaborates with school personnel, parents, students, and community resources to provide competent mental health support during and after crisis situations, and support network crisis responses as needed, and follow ERCM network response team procedures.
- Conducts suicide risk reviews and self-injury inventory process according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow-up counseling and support at school).
- Participates in threat response system process according to training and best practices.
- As appropriate, offers families resources and referrals for services in the community and supports families in navigating those services
- Support school-wide data and assessments as needed (i.e., ACCESS, CMAS, Verbals)Other duties as assigned.