This is an ESSER grant-funded position. This position is a non-administrative building-level position with a two year commitment. This position will be working as an active member of the SEL Team to ensure alignment with district initiatives.This position will be evaluated annually for the effectiveness and continuation of the position.

Work Schedule: 220 Day

Salary: Manager Level B

Position Description:

The SEL Specialist will provide building level supports by responding to immediate student and staff needs. In addition, the SEL Specialist will provide consulting, professional learning and other supports for teachers, administration, counselors, and other staff around Mental Health. 

Job Duties and Responsibilities:

The SEL Specialist will:

• Respond to immediate student needs within the building
• Work in partnership with the building principals, MTSS Coordinator, school leadership team, and the district SEL team to implement and continually improve the plan(s) for social emotional learning and student wellbeing
• Focus on building the capacity of all adults in the school system through the use of evidence-based professional learning practices. 
• Collaboratively create and facilitate professional learning seminars and workshops. 
• Utilize a coaching approach for individualized professional learning of teachers, support staff, and administrators. 
• Collaboratively create and facilitate school community learning experiences for families/parents/guardians
• Support the growth of the organization in utilizing a multi-tiered approach that supports each and every learner to experience success by meeting their unique needs
• Support district and school implementation and enhancement of the Continuous Improvement Plan(s) and the overall Multi-Tiered System of Supports 
• Utilize and promote decision making that is student centered, equity focused, and data-informed decisions in alignment with the MTSS Framework
• Engage in ongoing professional learning and gathering of evidence based practices to inform the work
• Engage in planning, development, and facilitation of other defined activities related to social emotional learning and wellbeing and trauma-informed practices
• Possess specialized knowledge and skills in wellbeing, mental health, SEL, and trauma-informed practices and can build capacity within the organization 
• Stay current on all legal requirements and best teaching practices around wellbeing, mental health, SEL, and trauma-informed practices
• Other duties as assigned 

Qualifications:

A SEL Specialist must have successful experience providing student behavioral, social-emotional, mental health, and wellbeing services, supports, and interventions. See requirements below:

Requirements:

One of the following:

• Michigan Teacher Certification
• Licensed master’s level social worker
• Limited licensed master’s level social worker
• Licensed master’s level professional counselor
• Limited licensed master’s level professional counselor, under the supervision of a licensed master’s level professional counselor
• Licenced master’s level school social worker
• Limited licensed master’s level school social worker
• Licensed master’s level psychologist
• Limited licensed master’s level psychologist, under the supervision of a licensed master’s level psychologist
• MDE credentialed master’s level School Psychologist
• Board certified behavior analyst (BCBA)
• Board certified assistant behavior analyst (BCaBA), under the supervision of a BCBA

Expectations of an SEL Specialist:

• Respond to student immediate needs and support staff in the building
• Work to build capacity
• Exhibit strong communication skills
• Understand how to engage adults in learning
• Engage individuals or teams and build collaborative relationships
• Engage in their own ongoing professional learning
• Be open to giving and receiving feedback 
• Participate in and collaborate with the district SEL team and members of leadership teams
• Support the use of data-informed decision making
• Provide feedback for growth (not for formal evaluation of an individual)
• Follow all legal and ethical requirements and guidelines and maintain the highest level of confidentiality

Expected Outcomes

• Supports that are designed to enable each and every learner to meet their learning potential
• An education system that fosters family engagement and community partnerships
• Supports that are available to ensure the development of competent and effective staff/workforce
• An outcomes-driven approach with a meaningful evaluation component that indicates a commitment to continuous improvement
• An efficient and effective system that informs the district improvement plan
• Alignment across all levels of the education system