Restorative Practices Specialists

Restorative Practices Specialist

DISTINGUISHING FEATURES OF THE CLASS: This position exists in the Schenectady City School District and involves the responsibility of working with school building staff to embed and build capacity in the use of Restorative Practices. The candidate will work to ensure staff beliefs, assumptions, values, and ways of interacting to support an environment that will have a positive effect on social and psychological experiences of all students from all backgrounds (i.e. race, ethnicity, SES, gender, sexual orientation, religion, etc.) with an increase in student engagement. The incumbent will provide embedded coaching and professional development to staff on the implementation of Trauma Informed strategies, to include Restorative Practices. This position requires a high degree of cultural awareness, understanding of culturally responsive education and collaboration.

The Direct supervision is received from the Assistant Director of Pupil Personnel Services with wide leeway given for carrying out the details of the work. The incumbent does related work as required.

TYPICAL WORK ACTIVITIES:

• Develop a strong understanding about how things like implicit biases, systemic racism, adverse childhood experiences, and inequity contribute to negative student outcomes. Works with the school team to engage in planning and executing an action plan to improve these outcomes;
• Maintains alignment between all positive behavior support systems;
• Leveraging of mental health programming (i.e. counseling, school psychologist, social workers, etc.);
• Supports culturally responsive practices to include the implementation of restorative circles;
• Engages in mediations involving students, staff and community members to reduce incidents leading to school discipline systems;
• Facilitates professional development for staff and community aimed at decreasing disproportionality;
• Provides ongoing disaggregated data analysis and action planning with staff and administrative team;
• Conducts classroom visits, ongoing feedback and coaching on best practice;
• Ensures alignment to the practices identified in the Code of Conduct.
• Other duties as assigned by the Superintendent and/or Assistant Superintendent of Student Support Services.

FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS: Good knowledge of school district programs; Good knowledge of methods and procedures used in record maintenance; Good organizational skills; Excellent interpersonal skills; Ability to communicate effectively both orally and in writing; Ability to enlist the cooperation of others to meet a defined goal; Ability to understand and carry out complex oral and written instructions; Ability to work with youth in an urban setting; knowledge and skills in Restorative Practices; Ability to develop quality relationships with parents, students, administration and the school board; Ability to assist the schools in effective communication with parents; Ability to organize meetings; Ability to organize members of the community to develop grassroots concerns and communicate them effectively; Ability to advocate for parents; Ability to seek information to assist families; Compassion and respect for others; Cultural sensitivity to various populations within the school district; Tact, courtesy and resourcefulness in dealing with people; Ability to work evenings and attend evening meetings.

(A) Graduation from a regionally accredited or New York State College or university with a bachelor’s degree and two (2) years of experience in a school environment and/or community-based organization with a focus on youth and families OR;

(B) Graduation from a regionally accredited or New York State College with an associate’s degree and four (4) years of experience as defined by the limits of (A) above; OR

(C) Graduation from high school or possession of a high school equivalency diploma and six (6) years of experience as defined by the limits of (A) above; OR

(D) An equivalent combination of training and experience as defined by the limits of (A), (B) and (C) above.