Social Emotional Learning (SEL) Consultant

Social Emotional Learning (SEL) Consultant

The purpose of this position is to develop, implement and train staff on SEL strategies. This position will work directly with scholars, staff, parents, and community partners to ensure an equity-minded, whole child approach remains at the forefront of various district activities and processes with SEL. This position will serve on multiple district and building teams to support staff in implementing effective behavior and SEL strategies. This position will be one of the primary team members who will work to develop a district-level SEL implementation plan.

Qualifications

Required Education and Experience:

• Bachelor's degree required.

Preferred:

• Master's degree.
• Experience in implementing PBIS in an urban district.
• Experience working with and providing behavioral interventions for struggling scholars.

Knowledge, Skills, and Abilities:

• Demonstrated experience working directly with scholars and families in urban districts.
• Training in cultural competency, or willingness to receive multiple levels of cultural competency training.
• Ability to provide training for all departments of GRPS, as well as families and community partners.
• Willing to be trained on various SEL strategies.
• Experience collecting, maintaining, and analyzing various scholar data.
• Knowledge of effective, research-based classroom management strategies.
• Knowledge of Multi-Tiered Systems of Support (MTSS).
• Ability to work closely with a team.
• Demonstrated experience training adults.

Essential Job Functions

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

Social Emotional Learning (SEL)

• Support the development of a district-level SEL implementation plan with an emphasis on equity.
• Provide training/coaching on direct SEL instruction.
• Work with various academic departments to ensure SEL is integrated into the curriculum.
• Develop an evaluation plan for SEL implementation to ensure fidelity.
• Develop an evaluation plan for SEL effectiveness.
• Train and support various SEL pilot buildings.
• Utilize programs to monitor SEL growth in scholars and to be proactive regarding scholar needs.
• Develop a parent component in conjunction with Family & Community Engagement for SEL to ensure the whole child is supported at home.
• Develop a community component for SEL to ensure the whole child is supported in their communities.
• Coordinate all SEL activities happening in the district to ensure cohesion with other SEL team members.
• Collaborate with building teams and Curriculum Specialists to integrate SEL into academics/and curriculum.
• Assist various building teams in using data for decision-making, including but not limited to SWIS data, suspension data, and SEL data.
• Collaborate with parents and school teams to design effective program services.
• Support supervisor on special projects related to SEL goals and progress monitoring.

Positive Behavioral Interventions and Support (PBIS)

• Train district/building level teams and administrators on PBIS plans and support implementations.
• Provide professional development and coaching for schools implementing SEL and PBIS
• Support principals with developing plans for data collection

Restorative Practices

• Train staff, parents, and the community on the spectrum of Restorative Practices
• Collect and analyze data related to Restorative Practices
• Facilitate Restorative Practice conferences for scholars and mediations for parents and community stakeholders.

Other Duties

• Provide professional development and coaching to staff members on crisis management strategies.
• Assist in the assessment and development of school-wide positive support plans for identified scholars.
• Participate in various building teams, including but not limited to SEL teams, PBIS teams, Scholar Success teams, Wheel teams, and Attendance teams.
• In-person attendance is mandatory to perform these job functions
• Consistently demonstrate dependable attendance and punctuality.
• Perform other duties as assigned and as allowed by grant funding.

ADA Requirements

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

Work Environment

The noise level in the work environment is usually moderate. Work is performed indoors.

Mental Functions

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination/Accommodation Assistance

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Assistance with the application process may be requested through the Human Resources Department.

Disclaimer To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description. The District reserves the right to modify or amend this job description to meet organizational needs.