Director of Equity, Social Emotional Learning (SEL), & Wellness

WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE: Director of Equity, Social Emotional Learning (SEL), & Wellness

REPORTS TO: Executive Director of Teaching & Learning

APPROVED BY: Superintendent of Schools       

UPDATED: 2/2025

FLSA STATUS: Exempt

QUALIFICATIONS:

• Master’s degree in Education, Educational Leadership, Counseling, Social Work, or a related field.
• At least 5 years of experience in education, counseling, or equity-focused leadership.
• Demonstrated experience implementing equity and SEL initiatives.
• Proven success in facilitating professional learning and engaging diverse stakeholder groups.
• Relevant Vermont Educator License preferred or willingness to meet state requirements.
• Preferred: Best practices in trauma informed instruction training.

SUMMARY: 

The Director of Equity, Social Emotional Learning (SEL), & Wellness will provide leadership, vision, and strategic direction to advance equitable practices, social emotional learning, and student/staff wellness across the supervisory union. Additionally, the position will be responsible for the implementation of the SEL side of our MTSS system.  This role will focus on ensuring that every student has access to high-quality, culturally responsive resources, programs, and systems that promote equity, mental health, social-emotional skills, and overall well-being. Additionally, the Director will oversee the development of core SEL practices, collaborating closely with the Director of Curriculum to align SEL initiatives and implementation.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.  Other duties may be assigned.

Equity Leadership & Implementation

• Lead the SU’s equity strategy and development of SU Equity Plan, including continued audit of policies, library materials, procedures, etc.
• Lead the SU’s equity team
• Identify systemic inequities, addressing barriers, and foster inclusive practices.
• Collaborate with administrators, educators, and families to create a school culture that values diversity and prioritizes equity and inclusion.
• Monitor and analyze SU data (academic, discipline, attendance, etc.) to identify disparities and implement corrective strategies.
• In coordination with the Teaching & Learning Leadership Team, develop and implement professional learning opportunities for staff to build capacity in equity, culturally responsive teaching, and implicit bias.
• Serve as the SUs representative on equity and diversity matters with stakeholders, community organizations, and advocacy groups.
• Provide direct service to students with restorative practices, primarily at the secondary school level

Social Emotional Learning (SEL)

• Oversee the selection, design, and evaluation of SEL programs, ensuring alignment with the SU’s strategic priorities and equity goals.
• Collaborate with the Director of Curriculum to ensure SEL programs are integrated and implemented within academic frameworks, PreK–12.
• Collaborate with the Director of Curriculum to develop professional learning for educators to embed SEL strategies into their daily practices and classroom management approaches.
• Establish systems to monitor the implementation and impact of SEL programs on student growth, behavior, and academic success.
• Collaborate with school-based teams to create a tiered system of support in response to SEL needs and behaviors
• Lead professional development on SEL practices within an MTSS framework..
• Collaboration with SEL-related teams including the school's MTSS team, EST, School counselors, behavior specialists, etc., as needed
• Consultation as needed with administration, teachers and staff

Wellness Leadership

• Lead the school-based health system, supervising and mentoring school nurses throughout the SU and ensuring that nurses’ professional and structural needs are accommodated in order to meet student needs and comply with state and federal regulations. Oversee MAC grant process.
• Lead the school-based counseling system, supervising and mentoring school counselors
• Lead the development and execution of district-wide wellness initiatives to support the mental health and overall well-being of students and staff, including but not limited to the PE/Health K12 curriculum.
• Identify and address barriers to access for health and wellness programs, focusing on equity and inclusion.
• Partner with community agencies, healthcare providers, and mental health organizations to provide additional resources and services for students and staff.
• Collaborate with school nurses to establish processes for collecting and analyzing wellness data to inform programming and strategic planning.

Collaboration & Program Oversight

• Collect SEL data and lead effort to utilize data for positive change
• Collaborate with Director of Curriculum to align data analysis of SEL data
• Work closely with school administrators and district leaders to align equity, SEL, and wellness initiatives with the broader district strategic plan.
• Supervise and support school-based equity liaisons and designated SEL or wellness personnel to ensure consistent implementation of programs.
• Assist in the identification and procurement of grants and other funding opportunities to advance equity, SEL, and wellness goals.
• Serve as a resource for families and the community, providing guidance and materials to support equity, SEL, and wellness initiatives at home.
• Manage and oversee SU Hazing, Harassment & Bullying (HHB) process
• Serve as required SU Title IX Coordinator
• Serve as required PBIS Coordinator (where applicable)

Supervisory Responsibilities

• Responsible for training, planning, and directing the activities of the School Nurses, School Counselors and School Social Workers.
• With principals, responsible for yearly evaluations of staff listed above

PHYSICAL REQUIREMENT:

While performing the duties of this job, the employee is regularly required to, stand, sit; talk, hear, and use hands and fingers to operate a computer and telephone keyboard reach, stoop kneel to install computer equipment. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

COMPETENCIES:

The individual in this position must possess the following:

• Dependability – being reliable, punctual, responsible and fulfilling obligations
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation – preferring to work with others rather than alone, and being personally connected with others on the job.

EVALUATION;

Performance evaluated annually by the Executive Director of Teaching & Learning in accordance with responsibilities outlined above, initiative, leadership characteristics, skill in dealing with the unanticipated and success in meeting predetermined objectives.