Under the direction of building administrators and guided by the Director of Secondary Culture and Climate, the High School Culture Coach (SCC) is responsible for managing key efforts designed to foster a positive and inclusive school culture and climate. Specifically, the SCC is charged with strengthening implementation of a) the school’s positive behavioral and interventions and supports (PBIS) framework for selecting, implementing and evaluating evidence-based programs and practices; and b) the district’s strategies for supporting social-emotional learning and belonging (i.e., BASE Education and restorative practices).

The SCC collaborates with school administrators, teachers, students, families, and community members to create a learning environment that supports student safety, well-being, academic success, and joy.

Responsibilities

• Convene and facilitate the school’s PBIS (tier I) team. 

• In collaboration with the assistant principal, collect, analyze, and interpret data related to school climate, student behavior, discipline, attendance, and academic performance to identify trends, areas for improvement, and areas of success.

• Support implementation of BASE Education (the PPS SEL strategy at the MS/HS levels). 

• Support ongoing incorporation of restorative practices, both preventative (e.g., circle practice in advisory) and responsive (e.g., restorative conversations, peace circles).

• Provide support and guidance to educators in implementing PBIS and restorative practices to address behavioral issues and promote a positive school culture.

• Collaborate with colleagues to provide professional development/training opportunities for school staff, parents, and students on topics related to PBIS, SEL, restorative practices, and classroom management (e.g., de-escalation techniques). 

• Support use of the Schoolwide Information System (SWIS) to monitor office referrals. 

• Collaborate with school administrators, teachers, counselors, social workers, parents, students, community organizations, and other stakeholders to develop partnerships and strategies for improving school culture.

• Work to eliminate disparities in school culture and discipline practices by addressing inequities and biases and promoting diversity, equity, and inclusion in all aspects of school life.

• Communicate regularly with the larger school community to provide updates on school culture initiatives, gather feedback, and engage stakeholders in the improvement process.

• Participate in regular meetings with colleagues across the district in similar roles.

Qualifications

• Bachelor's degree in education, psychology, social work, counseling, or a related field (Master's degree preferred).

• Experience working in education, particularly in areas related to school culture and climate, behavior management, and/or student support services.

• Knowledge and experience with PBIS, social-emotional learning at the secondary level, restorative practices, and classroom management.

• Strong interpersonal, communication, and collaboration skills.

• Ability to collect, analyze, and interpret data to inform decision-making and measure the effectiveness of initiatives.

• Commitment to equity, diversity, and inclusion in education.

• Ability to work independently and as part of a team in a fast-paced environment.
• ?Maine Department of Education teacher certification accepted in any area.

Credential Requirements

Maine State fingerprint (CHRC) authorization
Maine DOE Teacher Certification Required

Website: http://www.maine.gov/doe/cert/fingerprinting/index.html

Master’s degree in education, behavior intervention (e.g., Board Certified Behavior Analyst; BCBA), or related field and 5 years of teaching experience, preferred.