SEL (Social Emotional Learning) Interventionist

Cavendish Town Elementary School (CTES) is located in the beautiful Green Mountains of Southern Vermont and serves students (K-6) and their families in the town of Cavendish. CTES is one of five schools within the Two Rivers Supervisory Union (TRSU) that are committed to guiding students to be adaptable, empathetic, responsible, collaborative, strong communicators who engage in critical thinking and achieve academic excellence. The Schools of Two Rivers Supervisory Union: Striving for Excellence, All Students, All Staff, Every Day. Reports to: Building Principal (with workflow input/direction from Director of Educational Advancement and/or Designee) Job Summary: The SEL Interventionist will support the development and implementation of a solid SEL program for the Universal level, as well as assist classroom teachers and school counselors in providing Targeted and Individualized interventions for students who need more intensive levels of support for SEL. This goal will be accomplished by working alongside school staff and serving as a liaison between the school, families, and community organizations. Responsibilities and Duties:

Under general supervision, coordinate social-emotional learning (SEL) support for students, as well as SEL professional development and coaching for school staff.

Communicate effectively with students, parents, school staff, community members, and state organizations in written and oral presentations about positive behavior interventions and supports at the school level.

Assist site staff with the identification of students who need additional (moderate/Tier II or intensive/Tier III) SEL support.

Ability to provide Targeted and Individualized interventions directly or through consultation with other educators and support staff.

Participate in joint planning and case management with community agencies that support students’ SEL abilities.

Demonstrates knowledge and competency around positive behavior interventions and supports; including check-in/check-out procedures, functional assessment, positive behavior support planning, individual student contracting, and other evidence-based strategies for student behavior.

Demonstrates knowledge and competency in the area of Restorative Practices.

Collaborates with school, district, and community partners on infusion, implementation, and coordinator of Restorative Practices within the school building.

Conducts Restorative Circles with students/staff in consultation/partnership with building administration when appropriate.

Maintains professional practice and development, staying current with recent approaches to improving SEL/RP/RULER/Responsive Classroom for students, staff, and families.

Gathers and tracks data on student progress using district electronic systems; maintains data to ensure accuracy.

Participates in building-level MTSS meetings (Data Meetings, Team Meetings, EST, 504, IEP) to inform on student group and individual progress.

Ability to work independently, with minimal supervision and guidance, in performing all assigned responsibilities in an efficient and correct manner.

Assists building administration and student teams with crisis management and supervision; willingness and ability to receive training in District procedures on de-escalation/physical management techniques.

Performs other duties as assigned.

Salary : $46,990 - $92,790