• Coordinates the delivery of professional development by vendors on Tier 1 (universal) behavioral interventions to school-based staff and administrators, including administrators, teachers, counselors, social workers, nurses, paraprofessionals, and other school-based staff.

• Assesses school climate using the school climate tool and provides feedback to school leadership teams.

• Analyzes data to monitor the effectiveness of targeted and supplemental behavioral interventions.

• Ensures that schools receive the necessary support to successfully implement Tier 1 and Tier 2 strategies.

• Creates and/or maintains records, documents and other artifacts necessary to ensure grant compliance of the coordinated early intervention services portion of Individuals with Disabilities Education Act (IDEA).

• Consults with the Office of Specialized Instructional Services (OSIS) staff, including Special Education Directors.

• Consults with Behavioral Health Specialists.

• Consults with other District staff, including those in Student Support Services to provide

Social Emotional Learning Essential Functions (SEL)

• Provides professional development (trainings, presentations, meetings) on SEL that motivates school staff, parents, youth and community partners to implement a whole school approach.

• Partners with various stakeholders to support implementation of SEL.

• Collaborates with staff in the Office of Climate and Safety to align school wide programs.

• Aligns SEL within the multi-tiered system of support (MTSS).

• Assesses pre-existing SEL programs, supports and materials that the school is currently implementing to ensure fidelity and a unified approach.

• Assists in implementing SEL initiatives and systems that build meaningful relationships, support positive student behavior and peacefully resolve conflict.

• Analyzes data and identifies areas of need to inform training and successful implementation of SEL.
  

Minimum Requirements

• Master’s degree from an accredited college or university.

• Three years of full-time, paid, professional experience which has included working with SEL, developing and implementing professional development, and working with school- based staff and youth in an urban setting.
  

o Tier 1 strategies, including, but not limited to Positive Behavior Intervention and Support (PBIS), Restorative Practices, and Social Emotional learning.

o early Intervention services. o principles, practices and techniques of behavioral science.

o techniques and practices used when working with ‘at-risk’ student populations.

o social emotional learning.

o techniques and practices used when working with ‘at-risk’ student populations.

o the methods and techniques used in effective program planning, design and administration. o the current social, educational, and economic issues as they relate to urban families.

o trauma-informed practices. o special education services.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.