Chicago Public Schools (CPS) is the third-largest school district in the United States, serving over 340,000 students in 600 schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.
The Social and Emotional Learning (SEL) Specialist, Network High Schools will lead the planning, continuous improvement, and implementation of Multi-Tiered Systems of Support for Social & Emotional Learning (MTSS-SEL) to support high schools in the development of positive school climate, SEL integration into core instruction, prosocial behavior support, social and emotional skills development, restorative practices, and behavioral interventions processes. This position will report to the High School SEL Support Manager in the Office of Social & Emotional Learning, and will work closely with an assigned Network to provide strategic planning, professional learning, coaching, and technical assistance to assigned schools, including:

• Leading the development of positive school climate and culture throughout the network, (3-4 days weekly providing direct support to school teams)
• Providing prioritized support to a cohort of high-need Network schools
• Ensuring that schools and other network staff can integrate the social, emotional, and academic needs of their students into instructional design, school management and MTSS processes.
• Participating in a bi-weekly professional learning community (PLC) led by the Office of Social & Emotional Learning for professional development, consultation, and facilitation of learning across networks

The Social and Emotional Learning Specialist will be held accountable for the following responsibilities:
1) Coach School Leaders/Teams in Multi-Tiered Systems of Social & Emotional Support:

• Conduct on-site school visits to assess climate and culture in order to provide recommendations and further support to administrators and teachers
• Mentor school administrators to support effective leadership at the intersection of social, emotional, and academic and equity pedagogical work
• Support schools in developing MTSS-SEL systems and teams around school climate, teaching all students social & emotional competencies, and connecting students to appropriate interventions
• Collaborate with school teams such as ILT and MTSS and assist with strategic planning to ensure better student outcomes
• In schools prioritized for SEL supports (based on discipline and/or intervention data, 5Essentials, attendance data, Network observations), provide intensive coaching - including meeting regularly with climate teams and administration/deans to analyze discipline and climate data
• Ensure schools develop strong systems to regularly review attendance data and plan targeted student interventions accordingly (e.g., developing attendance teams)
• Consult with administrators on matters relating to attendance, misconduct, and incidents and look for trends in order to assist schools in managing these issues in a proactive manner
• Facilitate community social service partnerships and linkages for schools
• Provide implementation support and technical assistance to schools trained in key OSEL strategies
• Connect schools to SEL-related community partners, resources, tools, professional development, etc.
• Advise Leadership Teams within the schools on various management issues and provide advice and guidance on pertinent Board policies and procedures
• Advise and assist schools in administering the SCC to provide consistent and equitable application throughout the Network and support the use of behavior interventions
• Provide general technical assistance to schools on data analysis for attendance, climate improvement, policy development, especially using Dashboard
• Connect Network schools to key city, county, and district resources necessary to support schools and/or students with more targeted or intensive supports

2) SEL Integration

• Support schools with the cyclical development and practice of universal SEL including SEL Integration and Transformative SEL
• Integrate school climate, social emotional learning (SEL) and behavioral intervention strategies in network and school professional development, PLC activities, assessments, walk-throughs and principal meetings;
• Ensure integration of SEL and positive behavior supports with district priorities, particularly Framework for Teaching and Common Core implementation;

3) Guide Network in the planning, implementation, and continuous improvement of district-supported SEL strategies:

• Monitor schools' attendance and discipline data in order to support truancy interventions, suspensions reduction efforts, and expulsion alternatives
• Integrate school climate, SEL, and behavioral intervention strategies in Network and school PD, PLC activities, assessments, walk-throughs, and principal meetings
• Support Network in providing feedback on SEL related goals and action items within CIWPs and progress monitoring of those efforts
• Ensure integration of SEL and climate supports with district priorities, particularly Framework for Teaching and Common Core implementation
• Provide regular communication through Network channels (i.e. Principal/AP meetings, newsletters, etc.) to connect school leaders to SEL support and resources
• Collaborate with Network staff to align and integrate SEL into academic supports and priorities
• Support Network in developing and implementing SEL-related attendance grant initiatives
• Facilitate parent, teacher, administrator, and community meetings to build knowledge around school climate and SEL supports

4) Lead Effective Professional Learning:

• Lead ongoing Network-wide professional learning with key school staff (i.e. climate teams, BHT members, SEL leads, deans, administrators). Develop scope & sequence that meets Network's SEL needs and goals
• In partnership with central office, coordinate initial professional development and ongoing professional learning communities across network schools to support the implementation of evidence-based SEL and behavioral supports
• Support in the development and implementation of school-level professional learning plans on topics aligned to supportive school indicators
• Provide and/or connect schools to on-site staff PD in schools identified by need and/or commitment
• Support and lead district-wide SEL-related professional learning

5) Consult on Behavior Incident Responses and Crisis:

• Regularly review and problem-solve around Network disaggregated discipline data
• When individual student social, emotional, and/or behavior issues arise, consult with school staff on prevention, de-escalation, and intervention strategies, and identify opportunities for minimizing or addressing behavior issues in the future
• Support investigations of suspension appeals and consult with schools to problem solve
• Review and respond to referrals for expulsion hearing and suspensions where network approval is required
• Review and consult with schools making expulsion hearing requests and coach schools in linking students appropriately to SMART and other intensive interventions
• Advise schools during emergency and crisis situations and facilitate communication and collaboration with other CPS Departments and government agencies
• Support services for students transitioning into schools from juvenile justice, residential placement, or other prolonged absence

In order to be successful and achieve the above responsibilities, the Social and Emotional Learning Specialist must possess the following qualifications:
Education Required:

• Bachelor's degree from an accredited college or university
• Master's degree from an accredited college or university in Education, Social Work, Psychology, Counseling, or a related field is preferred

Experience Required:

• Minimum of five (5) years of relevant professional experience, including the following, is required:
  • Experience developing and facilitating professional learning
  • Experience providing coaching and technical assistance to peer and non-peer audiences
  • Experience planning, implementing, and progress-monitoring complex projects
• Experience in a classroom teaching position, and/or working in or with an urban education system with a focus on social, emotional, and behavioral supports strongly preferred
• Familiarity with CPS-supported SEL strategies (i.e. CPS School Climate Standards, ISBE SEL standards, CPS Supportive Schools Indicators and Certification Process, SEL curricula/programs, Check-in/Check-out, Restorative Practices, Tier II/III Interventions (SPARCS, Think First, etc.), Behavioral Health Teams, etc. is preferred.

Knowledge, Skills, and Abilities:

• Deep knowledge of evidence-based and promising equity-focused, trauma-engaged practices for developing students' social and emotional competencies, building relationships between school stakeholders, and increasing student engagement.
• Expertise in practices in school climate and SEL supports
• Strong communication skills (speaking - including presentations - listening, and writing)
• Ability to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support schools and students
• Strong leadership and team-building skills, e.g. ability to develop high performing teams united around a clear vision for serving schools and achieving student success
• Effective strategic planning capabilities, including the ability to establish long-term vision and goals, and align/manage activities toward goal fulfillment
• Expertise in guiding the analysis of data and data-based inquiry to ensure improvement in professional practice
• Experience using data to drive critical conversations and continuous improvement among peer and non-peer colleague groups
• Ability to define problems, analyze data, and outline valid conclusions and action steps
• Experience providing consultation and technical assistance to peer and non-peer audiences
• Ability to coordinate and collaborate with diverse groups of professionals across multiple departments and organizations to achieve unified, consistent practices
• Experience coordinating and delivering professional development for a variety of internal and external stakeholders
• Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
• Passion and urgency for the critical role of SEL/School Climate in improving the lives of students and families in Chicago

Other requirements:

• Access to transportation to travel to other sites and transport materials as needed is required

Conditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:

• Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district.
• Be Fully Vaccinated or Submit to Weekly COVID-19 Testing -Employees are required to be fully vaccinated within 30 days of their hire date. Full vaccination is defined as at least two weeks after your second shot of a two-shot vaccination course, or at least two weeks after a one-shot vaccination course. Unvaccinated staff must submit to weekly testing.