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Climate and Culture Coach of Behavior Interventions
Title: Climate and Culture Coach (Restorative Practices) (Social Emotional Learning) (Implementation Practices) (Behavior Interventions)
Union Affiliation: Not Represented by a Union
Salary range: $67,273 - $87,219
The School District of Philadelphia is committed to becoming the fastest improving District in the country and transforming the educational opportunities it offers to our city’s more than 200,000 students. The District seeks leaders who have a passion for working with schools and communities who are committed to ensuring all students achieve. Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?
Job Summary
Facilitates the development of the District infrastructure to implement a comprehensive multi-tiered system of supports for behavior (MTSS) focused on school-wide and classroom behavior strategies (universal supports, Tier I, or restorative practices) and individual or small group strategies (targeted behavioral interventions, or Tier II). These strategies are designed to improve school staff behavior practices, as well as school and classroom climate, for the purpose of improved student behavior. Facilitates the infrastructure needed to implement MTSS and/or restorative practices, and/or Social Emotional Learning (SEL) District-wide by coordinating the delivery of professional development by vendors to school leadership teams and school-based staff on behavioral intervention. Participates in systems- level planning, monitors implementation, and identifies present and emerging needs through data collection and analysis, and ongoing communications with school teams.
Essential Functions
● 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 consultation and training.
Behavior Interventions
● Supports school site teams by providing them with training, resources, direction, and individual coaching support.
● Works under Director of Operations and the Lead Behavior Interventions Coach to support and ensure implementation of Check-In/Check-Out (CICO), Calm Cat, Resilience Education Program (REP) and other social, academic and emotional behavior small group interventions with fidelity.
● Provides feedback and asks clarifying questions related to trainings, manuals, logs, and fidelity check documents.
● Becomes an expert on CICO, Calm Cat, REP and other social, academic and emotional behavior interventions related topics.
● Works to achieve team goals and pursue “big ideas.”
● Supports school-based MTSS Tiers 2 and 3 problem-solving teams with meeting regularly; offers tools to assist in record keeping and team evaluation; promotes the equal distribution of roles and responsibilities and ensures the team is using data for decision making.
● Tracks task completion, provides ongoing reminders and check-ins, and differentiates supports as needed.
● Assists MTSS Tiers 2 and 3 problem-solving teams with planning and completing the Culturally-Responsive Tiered Fidelity Inventory for Tiers 2 and 3.
● Coordinates with school teams to develop training schedules.
● Monitors progress; utilizes tools to monitor progress of implementation of CICO, Calm Cat, REP and other small group social, academic and emotional behavior interventions; monitors progress during planning; monitors progress during and after implementation and monitors the impact of implementation on student outcomes.
● Works to increase sustainability at the school level to implement CICO, Calm Cat, REP and other small group social, academic and emotional behavior interventions with high fidelity.
● Provides technical assistance on the Student Information System (SIS) as it relates to Tier 2 Behavior Plans, entry of progress monitoring data and analyzing implementation and student outcomes using visualizations dashboards.
● Maintains a caseload of approximately 10-15 schools.
● Provides training and technical assistance at the central office and school level to identify Tier 2 social, academic and emotional behavior interventions best suited to the context of a school and establishing data rules to match them to student need.
Minimum Requirements
● Masters Degree from an accredited college or university.
● Three years of full-time, paid, professional experience in education or a non-profit organization which has involved serving in a coordinating capacity, working with evidence-based interventions, and coaching school teams/staff in program implementation with an emphasis on fidelity.
Knowledge, Skills and Abilities
Demonstrated knowledge of:
o Current methods, interventions, strategies, and practices related to Office of Prevention and Intervention initiatives.
o Specialized knowledge in Tier 1 Implementation and current Tier 2 practices.
o Expertise around data collection, verification, compilation, and analysis techniques.
o Multi-tiered Systems of Support (MTSS) and SDP MTSS guidelines.
o Implementation of evidence-based interventions programs including but not limited to Check-In/Check-Out, Check and Connect, Calm Cat, and the Resilience Education Program.
o Current social, educational, and economic issues as they relate to urban families.
Ability to:
o Interpret District policies and apply them to individual circumstances and situations in an appropriate manner.
o Exercise discretion and confidentiality.
o Maintain necessary records and files, compile information to prepare reports.
o Utilize the Culturally Responsive Tiered Fidelity Inventory in addition to other fidelity assessment tools.
o Use a personal computer and associated programs.
o Communicate effectively and efficiently, both orally and writing.
o Maintain effective working relationships.
o Adhere to timelines and complete work in a timely manner.
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.