Expected Schedule: Part-time, Monday – Friday 7:50 am – 2:35 pm
Location: Various school sites within the Lancaster School District
Expected Hourly Rate: $25 – $35/hr
Start & End Date: Oct 28, 2024 – Jun 5, 2025Job Summary:
The Student Behavioral Specialist Coach works to provide Tier One (universal) Two (targeted) supports to address chronic absenteeism and social emotional needs among students in elementary and middle schools. Under the supervision and guidance of the SSA Regional Program Manager and Training Manager and in collaboration with the school site staff (Site Administrator, credentialed specialists) the contracted mentor serves as a safe & supportive adult on campus who employs restorative practices, student led goal setting & progress monitoring, and transformational social emotional skills to foster resilience while demanding academic and behavioral success. Essential Functions:
- Student Support and Mentorship: Serve as a supportive adult at school for those students who are struggling to meet regular attendance expectations and successful community engagement at school.
- Student Goal Setting & Skill Building: Through regular meetings with students, develop short and long term goals and teach a variety of strategies and skills to support responsible decision making, self management, and student success.
- Progress Monitoring: Regularly track and assess the progress of students receiving interventions, adjusting strategies as necessary to ensure their academic and behavioral success and sharing data with school contact (i.e. school counselor or school psychologist) as determined by school site administrator.
- De-Escalation Support: Follow school site procedure for supporting students who are escalated including de-escalation and developmentally appropriate restorative practices.
- Home Visits: Participates with District Specialists to serve as a student support and liaison in the design of goal development and transition supports to reduce anxiety about school attendance and increase success.
- Reentry Support: Function as a member of the multidisciplinary team that draft reentry plans with non disabled students (neither eligible for special education or currently being assessed) after suspension/expulsion.
- Crisis Liaison and Support: Provides warm handoff to district staff for students who are in crisis (suicidaility, self-injury, psychosis, violent externalization) using culturally responsive and trauma-informed approaches. Is not responsible for mental health treatment, physical intervention, and suicide risk screening.
- Recess Support & Engagement: Engage with students during unstructured times like recess and lunch to organize and facilitate weekly games and/or social awareness and relationship skills.
- Other Duties: Perform additional responsibilities as assigned by school administration to support student success within the parameters of their role.
Required Knowledge and Abilities:
While job specific training will be provided through a phased training model, desirable applicants have knowledge and experience in the following areas:
- Multi Tiered Systems of Support (MTSS)
- behavior and social emotional
- Trauma & culturally responsive education
- Transformative Social Emotional Learning (T-SEL)
- Restorative Practices:
- community circles, affective questions, collaborative problem solving
- Goal setting and progress monitoring
- Non-verbal de-escalation strategies
- Student rights, confidentiality, and privacy
Characteristics of Successful Applicants:
- Purpose Driven and Commitment to Equity: a commitment to repair harm, build community, and promote accountability among students, reducing the need for punitive disciplinary actions and increasing belonging for all students.
- The Demeanor of a Warm Demander: Coaches are committed to remaining optimistic and student centered, while maintaining high expectations that are clearly communicated and tracked with students.
- Adept at Self Regulation: Capable of remaining composed in stressful situations so as to support co-regulation with escalated students.
- Effective Communication Skills: Possess strong, culturally relevant communication skills, with the ability to engage effectively with both students and school staff.
- Collaboration: Ability to collaborate with a diverse range of stakeholders to support the success of marginalized students, while maintaining a student centered focus.
- Organizational Skills: Strong organizational abilities, capable of managing multiple tasks and priorities while being integrated in a dynamic school environment.
Minimum Requirements:
- Educational Background: Bachelor’s degree in Education, Social Work, Psychology, or a related field. Equivalent work history and experience in a similar role may be considered.
- Experience: Previously worked with marginalized youth preferably in an educational setting, particularly in roles focused on attendance, behavior, or student support and advocacy
- Interpersonal Skills: Ability to build trusting, respectful relationships with marginalized students and their families.
- Flexibility: Adaptability and the ability to work effectively in a fast-paced, changing environment.
- Communication: Excellent written and oral communication skills, with a focus on culturally responsive communication.
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