SEL (Social Emotional Learning) Coach

SECONDARY SEL COACH

Position Summary

The Social Emotional Learning (SEL) Coach will work to support the process by which students develop fundamental emotional and social competencies and experiences. The SEL Coach will work to build and deepen a positive school climate and culture by supporting students in navigating social situations, engage in conflict resolution, managing emotions, setting and establishing individualized goals, and making responsible decisions. Additionally, the SEL Coach will center their work on the five core competencies: Self-Awareness, Self-Management, Social Awareness, Relationships Skills, and Responsible Decision making. The SEL Coach will be responsible for the direct support to school staff on SEL programming including standards, staff development, curriculum, and assessment.

The Saline Area Schools strives to hire individuals who are intrinsically motivated; have a deep desire to grow professionally; believe children deserve to learn in an environment that is the least restrictive and reflective of the highest level of cultural competence; possess a strong work-ethic; are committed to providing children with boundless opportunities; and who understand that equity, inclusion and social justice are essential to the success of an SEL coach in the 21st Century.

Education

• Bachelor’s Degree required
• Master’s in related fields preferred
  
  

Certification/License

Social work, guidance counselor or psychologist. Ability to possess or be eligible to obtain Special Education Michigan Professional Standards Certification preferred.

Work Experience

• 3-5 Years of educational experience as a dean of students, teacher, instructional coach, or mental health professional required.
• Experience in the area of collecting and disaggregating attendance and behavior data, social emotional learning and|or restorative practices preferred.
• Competitive preference for candidates with diversity, equity and inclusion training.
  
  

Knowledge, Skills & Abilities

• TRAINING: Nonviolent crisis intervention (NVCI) / Quality Behavioral Solutions (QBS), School-Wide Information System (SWIS), District Threat Assessment Training, Restorative Practices and culturally responsive approaches to behavior interventions.
• DATA: Google survey to teachers (2-3 times a year), school-wide information system (SWIS) / school based academic, attendance and behavior data.
• CURRICULUM: Social thinking, district Tier I intervention.
  
  

General Consent

• Strong knowledge and becomes an expert resource on social and emotional learning research, evaluation, strategies, theories, techniques, and methods of instruction for the district.
• Understands social and emotional learning and competencies associated.
• Has successful experience designing and delivering professional development.
• Ability to engage a variety of stakeholders.
• Ability to work independently and in collaboration with other teams.
• Possesses strong interpersonal skills and the ability to create productive and healthy relationships.
• Demonstrates strong organizational skills with outstanding attention to detail.
• Proficient in Google suite including classroom, docs, slides, sheets, MS PowerPoint, Word, and Excel.
  
  

Essential Duties

• Remains current on best practices in social and emotional learning
• Consults with principals and staff concerning social emotional learning needs of students/building.
• Provides guidance on designing social emotional learning integration into the school.
• Provides professional development to support the social emotional learning curriculum and instruction by using best practices, including research on learning theory and content standards.
• Supports the integration of school-wide social and emotional learning education throughout school (Tier I Interventions).
• Provides social and emotional learning education workshops (small group/lunch group) for parents and community.
• Provides technical support and modeling of social and emotional learning lessons to whole classes and small groups in accordance with curriculum identified by the district.
• Presents professional development for school staff on social and emotional learning for students and on district SEL program goals and report requirements.
• Attends district provided SEL professional development and training.
• Attends meetings, training workshops and educational conferences to maintain and improve professional competence.
• Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations.
• Responsible for wiping down surfaces to uphold sanitation standards as required for a safe school environment.
• Assists administrators and other staff members in the orderly, expedient and safe transition of students from one location to another.
• Required to have prompt, exemplary attendance working on-site, in-person during regular business hours and as needed.
• Performs other duties as assigned by an appropriate administrator or their representative.
  
  

Physical Abilities And Working Conditions

Regular, predictable and exemplary attendance is essential for this position. The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification. In the event of an emergency or situation requiring guidance from Federal, State, or local or school district authorities, the requirements of this position may change temporarily or for the school year to best serve the needs of our students.

Vision

Ability to read small print and view a computer screen for prolonged periods.

Hearing

Ability to tolerate exposure to noisy conditions.

Speech

Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.

Upper Body Mobility

Ability to use hands to grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.

Strength

Ability to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis. Incumbents may be required to physically restrain parties involved in a conflict.

Environmental Requirements

Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors.

Mental Requirements

Ability to read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgment and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Understand how to manage stress.

Additional Work Conditions & Physical Abilities

Ability to be flexible and adapt as needed between in-person and various classroom learning environments.

Salary: Per the SEA contract

APPLICATION METHOD

EXTERNAL CANDIDATES: All interested and qualified external applicants must complete an application and upload all necessary documents on the Talent Ed Website (please visit our HR web page at: https://saline.tedk12.com/hire/index.aspx# to access the SAS Job Openings. All letters of interest, resumes and applications must be received no later than the deadline listed or until the position has been filled.

INTERNAL CANDIDATES: All interested and qualified internal applicants must submit a letter of interest and a current resume via email to Kevin Musson, at mussonk@salineschools.org. All letters of interest, resumes and applications must be received no later than the deadline listed or until filled.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.