Climate and Culture Coach (Social Emotional Learning Specialty)

Minimum Requirements

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

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

Social Emotional Learning Specialty

• 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.

Knowledge, Skills and Abilities

Demonstrated knowledge of:

• Tier 1 strategies, including, but not limited to Positive Behavior Intervention and Support (PBIS), Restorative Practices, and Social Emotional learning.
• early Intervention services.
• principles, practices and techniques of behavioral science.
• techniques and practices used when working with ‘at-risk’ student populations.
• the methods and techniques used in effective program planning, design and   administration.
• the current social, educational, and economic issues as they relate to urban families.
• trauma-informed practices.
• special education services.

Ability to:

• use data to drive decision making.
• exercise sound judgment and discretion in applying and interpreting policies and procedures and in making decisions consistent with program policies and objectives.
• gather and track data and write detailed reports.
• process multiple tasks simultaneously, adhere to timelines, and complete work in a timely manner.
• assess the effectiveness of programmatic activities and to make cogent recommendations as needed.
• use a personal computer.
• understand and follow oral or written directions.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.

Social Emotional Learning Specialty

Demonstrated knowledge of:

• social emotional learning.
• techniques and practices used when working with ‘at-risk’ student populations.
• the methods and techniques used in effective program planning, design and   administration.
• the current social, educational, and economic issues as they relate to urban families.
• trauma-informed practices.
• special education services.

Demonstrated ability to:

• design and implement tasks in collaboration with supervisors and stakeholders.
• exercise sound judgment and discretion in applying and interpreting policies and procedures and in making decisions consistent with program policies and objectives.
• gather and track data and write detailed reports.
• conduct training on social-emotional practices and circle processes.
• facilitate  and incorporate social-emotional within the school community.
• assess the effectiveness of programmatic activities and to make cogent recommendations as needed.
• use a personal computer.
• understand and follow oral or written directions.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.

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.