Position Summary:

A student support coach is an essential part of the school mental health team, responsible for working closely with students, teachers, and families to support a positive school culture, discipline, and safety that promotes academic and character development. This position will provide students and staff support in navigating evidenced based practices, strategies, and tools necessary to effect positive academic and behavior change in students; by providing supportive interventions to students and the school. To explicitly teach and support students with the development of academic, social and emotional competencies, positive behavioral supports and interventions appropriate based on students' needs, classroom environments, and school climate. This position requires creativity and adaptive thinking to match teaching objectives, learning strategies, and instructional plans with student abilities. The SSC would primarily be charged with building rapport with students and staff in order to assist with proactive and preventative measures with an emphasis on Restorative Practices, Positive Behavioral Interventions and Supports (PBIS),social and emotional learning, and other strategies that support equity centered classroom instruction. The ability to build relationships and work with individuals from a variety of socio-economic and cultural backgrounds.

Essential Duties: 

• Works with district and school based instructional staff to develop social and emotional curriculum standards and communicate these standards to staff, students and families.
• Plans and implements programs designed to develop student character and discipline in accordance with District and school standards.
• Teach demonstration lessons on social and emotional learning to support teachers with the integration of social and emotional learning into core instructional practices.
• Administers support for students with behavioral or emotional challenges for the purpose of improved functionality in the school environment.
• Participates in a variety of meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform functions and remaining knowledgeable with program guidelines.
• Develops, explains, and supports behavioral expectations with students.
• Assists the school in maintaining a learning environment and atmosphere conducive to safe, orderly, and effective instruction.
• Provides ongoing feedback to all staff on social and emotional learning,student behavior, relationships with students, effective use of the school-wide behavior plan, and classroom and school community.
• Works with colleagues to support the integration of social and emotional learning(SEL) and Restorative Practices through MTSS to create systematic and sustainable instructional practices for building equity centered learning environments.
• Maintains safety of students and acts as a positive role model.
• Assists with de-escalating students.
• Participates in MTSS
• Participates in applicable meetings to offer additional insight into interventions and supports needed for student success.
• Assists with implementation of school wide Positive Behavior Intervention Supports.
• Coordinates Restorative Practices in collaboration with colleagues.
• Implements Check In/Check Out strategies in collaboration with colleagues.
• Collects data to monitor students' progress related to Behavior Support Plans and targeted counseling goals.
• Develops, implements and monitors Student Goal Contracts in collaboration with colleagues.
• Develop and implement school wide interventions that support the overall well being of students.
• Supports the creation of a classroom culture and environment that develops and nurtures the emotional, and social abilities of students.
• Maintains accurate, complete, and correct progress monitoring data and other written records.
• Communicates effectively with students and school personnel.
• Performs other duties as assigned.

KNOWLEDGE, SKILLS & ABILITIES:

• Commitment to equity as demonstrated by a proven track record of successfully engaging with and improving outcomes for diverse communities and student populations.
• Ability to challenge and influence colleagues to approach all work with an equity lens grounded in strategic data points.
• Ability to engage with diverse staff, leadership, and constituents to promote trust, collaboration, and partnerships, both internal and external to the organization.
• Has successful experience that demonstrates a high level of reliability, strong organizational skills, attention to detail, demonstrative political savviness, and good judgment in professional matters.
• Demonstrated understanding of and commitment to educational equity, social justice in schools, inclusion, and cultural responsiveness.
• Ability to develop and monitor indicators of organizational culture and engage employees and senior leadership to create organizational change.
• Ability to create/design adult learning and teaching of the content and skills associated with operating with an equity lens.
• At least 3 years experience teaching with excellent student results highly preferred
• Demonstrated success in raising the achievement levels of traditionally under-served students preferred

Qualifications:

• Bachelor’s Degree required. Preferred degree in special education, psychology, sociology, social work. 
• Preferred experience in coaching and mentoring
• Knowledge of adolescent social-emotional development preferred.
• Excellent written and oral communication skills are needed.
• Behavior management skills are essential.
• Enrollment in School Counseling Program 

CERTIFICATION/LICENSE:

• Preferably holds or is eligible for Virginia Professional Teaching License with an endorsement in general education, special education, school counseling.
• Valid driver's license and availability of private transportation, or the availability to get to off-site meetings.

Pay Rate:

Teacher Salary Scale (credit is based on years of full-time experience in a related position)

Contract:
Full time / 10 months / 200 days

Start Date:

This is a limited 1 year assignment for the 2024-2025 school year