Teacher/Professional - District Office - Specialist
Job Number 0000757584

Start Date

Open Date 05/15/2024

Closing Date
FEDERALLY FUNDED:
The salary for this position is paid from federal funds. Federally funded positions are supplemental and, therefore, subject to available federal funds.
ROLE AND PURPOSE:
The Restorative Practices Specialist (RPS) will provide comprehensive restorative practices support to schools to support the creation of a positive and safe campus climate and culture that enhances students' academic success. The RPS provides evidence-based best practices, professional learning, coaching, modeling, and ongoing support to administrators, teachers, and support staff that build educator's capacity in tiered behavior supports, conflict resolution, and the development of positive relationships. The RPS works to develop staff's knowledge of restorative practices strategies by increasing their understanding and implementation of evidence-based strategies to support the academic success and social and emotional well-being of students. In addition, the RPS also engages with students to assist them in building their capacity to respond positively as a behavioral intervention.
QUALIFICATIONS:
Education/Certification:

• Bachelor's Degree from Accredited College or University
• At least one of the below certificates is required:
  • A Valid Texas License as a Licensed Professional Counselor (LPC) or Associate
  • A Valid Texas License as a Licensed Clinical Social Worker (LCSW)
  • A Valid Texas License as a Licensed Master Social Worker (LMSW)
  • A Valid Texas License as a Licensed Specialist in School Psychology (LSSP)
  • Teacher Certificate issued by Texas Education Agency

Experience:

• Minimum of two years planning and delivering behavioral interventions, a minimum of four years classroom teaching at the level in which the position is posted, or a combination of both that demonstrates the ability to perform the role proficiently.
• Knowledge of behavioral intervention strategies, tiered intervention data,
• Knowledge of restorative practice techniques,
• Knowledge of socio-economic and cultural background differences of the school population and experience supporting diverse populations
• Knowledge of community agencies and resources available to assist with family needs, data analysis methods, and procedures.

MAJOR RESPONSIBILITIES AND DUTIES:
I. INSTRUCTIONAL SUPPORT:

• Collaborate with campus administrators, teachers, and staff to proactively intervene in the behavioral needs of students
• Provide ongoing coordination and facilitation of professional learning, resources, and support to campus staff in implementing campus-wide tiered behavioral supports and restorative practices, which includes but is not limited to parent-teacher-student conferences, student study teams, peer mediation, restorative circles, conflict management, etc.
• Assist with data collection, progress monitoring, and program evaluation to determine the efficacy of restorative practices to increase safety, the development of a positive campus and culture, and reduction in student discipline.
• Present in one-on-one, small group, and large group settings to students, parents, and staff.
• Incorporate best practices into all services provided in support of students and staff.
• Works directly with students to foster interpersonal skills and self-management techniques that facilitate success in the classroom.
• Maintains student support plans for the student cohort by providing intensive behavior support.
• Provide district-wide PL as needed to build staff capacity around restorative practice processes.
• Attends meetings and professional development as required.
• Performs other duties as required.

II. SCHOOL/ORGANIZATIONAL CLIMATE:

• Applies excellent communication and interpersonal skills.
• Communicates with campus leaders, teachers, and staff about student needs and provides coaching and other support as needed.
• Communicates and models research-based instructional practices that result in increased student academic and behavioral performance.

III. SCHOOL/ORGANIZATIONAL IMPROVEMENT:

• Maintains a continued awareness of current research and trends regarding Social Emotional Learning (SEL).
• Serves on campus leadership teams to increase awareness of how PBIS, Restorative Practices, and SEL are connected to the school vision and support the success of students.
• Coordinates with district departments to leverage resources in alignment with campus needs and meet program goals and objectives.
• Supports other schools in the district with access to relevant adult learning experiences.

IV. PROFESSIONAL GROWTH AND DEVELOPMENT:

• Provides campus professional development on PBIS, RP, and SEL to practitioners.

V. SUPERVISORY RESPONSIBILITIES:

• None

VI. WORKING CONDITIONS:
MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS:

• Tools/Equipment Used: Standard office equipment, including computers and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
• Motion: Moderate walking
• Lifting: Regular light lifting and carrying (less than 15 pounds)
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress, with frequent interruptions.

Duty Days 202

Additional Job Information
FEDERALLY FUNDED:
The salary for this position is paid from federal funds. Federally funded positions are supplemental and, therefore, subject to available federal funds.

Position located at central office with campus assignments to be determined
Pay Grade AP 4