POSITION TITLE (Oracle title)

SOCIAL EMOTIONAL LEARNING (SEL) COACH

WORKING TITLE

SEL Coach

SCHOOL/DEPARTMENT

Special Education Services (SES)

LOCATION

High School Site and Student Work Location

PAY GRADE

Noncertified Grade 23

FLSA STATUS

Nonexempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

No

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends)

POSITION PURPOSE:

Provides student support to establish effective classroom behavior and model skills to maintain positive relationships with all students and adults. Helps students to increase accessibility to tools promoting skill acquisition for coping, self- regulating, self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Monitors and models evidence/research-based behavior intervention strategies.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Considerable knowledge of Microsoft Office, specifically, Microsoft Word, Excel, and Power Point; Google Apps;
• Working knowledge of effective methods of instruction for students;
• Working knowledge of general classroom activities and routines;
• Ability to comply with Wake County Public Schools (WCPSS) Code of Ethics;
• Ability to assist with implementation of the instructional program and to participate in
• monitoring and ensuring appropriate student behavior;
• Ability to work in a team environment and effectively collaborate with others;
• Ability to motivate students;
• Ability to constantly supervise the safety and well-being of students;
• Ability to recognize variations in student backgrounds, abilities, and learning styles;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to participate in specialized training provided by the school system;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

EDUCATION, TRAINING, AND EXPERIENCE

• Must meet Highly Qualified (HQ)standards for paraprofessionals (as outlined in the Every Student Succeeds Act (ESSA)):

• Associates degree (or higher) from a regionally accredited college or university; OR
• Two years of higher education (equivalent to 48 credit hours); OR
• Ability to pass a formal assessment (ACT WorkKeys Occupational Profile Assessment for Teacher Assistants AND 96 hours of in-service training); OR
• Completion of the North Carolina Department of Labor (NC DOL) Apprenticeship Program; OR
• Completion of the North Carolina Association of Teacher Assistants (NCATA) Professional Development Plan (PDP); OR
• Paraprofessional Praxis Test and/or Paraprofessional Certification (awarded by another state).

• Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations); AND
  • Experience providing job training to students.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold and maintain a Crisis Prevention and Intervention (CPI) certification (specific program to be determined by WCPSS SES) and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through WCPSS, if needed;
• Must hold and maintain a valid motor vehicle operators license according to the State of North Carolina requirements.

PREFERRED QUALIFICATIONS:

• Knowledge of assessments at the secondary level (i.e., vocational assessments, interest inventories, etc.); transition assessments;
• Experience providing job training to individuals with disabilities;
• Experience working with students at the secondary level;
• First aid and CPR certifications;
• Knowledgeable about transition planning in the Individualized Education Programs (IEP) process.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Serves as a collaborative member of the SES Secondary Instructional Programming and Support Team by providing job skill training, job coaching, and job development for students in the OCS program.
2. Assists with the identification and development of Community Based Vocational Training (CBVT) sites, paid employment sites, as well as on-campus training options, that support the achievement of transition related goals.
3. Develops job task analyses and individualized job training plans for use with students.
4. Provides supervised job skills training for students on job sites by monitoring work-related behaviors and task completion.
5. Conducts vocational, career, and interest assessments to determine career interests, job placement, and assist with IEP transition component development.
6. Consults with classroom teachers and instructional assistants on student strengths, needs, and interventions.
7. Provides support for teachers at IEP meetings by providing verbal and/or written input on job skill progress and areas of vocational interest.
8. Assists students with job searching, job readiness skills, and the interview process.
9. Assists SES personnel (Senior Administrator, Lead Transition Teacher, Coordinating Teachers) with teacher and instructional assistant professional development opportunities on proper completion of training site data collection and progress monitoring.
10. Prepares and maintains records and files on student work performance.
11. Provides initial follow up job coaching for students in paid employment.
12. Provides information on, and facilitate involvement of, students in suitable work-based learning/training activities.
13. Promotes instruction in self-determination, self-advocacy, social/interpersonal skills, and work-related behaviors.
14. Participates in the district staff development program and continued professional growth in the area of assignment.
15. Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a classroom, office, school, and business environment. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff and staff members. Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. School can contact the schools Physical Therapist for assistance, if needed, for proper lifting techniques.

EFFECTIVE DATE: 10/2023

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.