Date Posted:
8/10/2022

• Passionate about teaching and learning
• Committed to establishing and maintaining caring, positive relationships
• Student-centered
• Culturally responsive
• Dedicated to growing their knowledge of pedagogy and subject matter, and improving their effectiveness over time

The position of the SEL Instructional Specialist will work with various teams (e.g., BAM, AC, Course) as well as individual staff to support student social and emotional learning. The SEL Instructional Specialist will develop the capacity of LSM and course teams to continuously improve and expand research-based effective instructional practices. In order to meet this purpose, the SEL Specialist will provide support that is based on the collaboratively identified goals and needs of individual teachers and teams of teachers.
COVID-19 vaccinations are required for all faculty and staff at Township High School District 113. As a result, the Board of Education voted to pass a resolution requiring all District 113 employees to get a booster to the COVID-19 vaccination. All District 113 employees must provide proof; however, employees may request a medical or religious exemption through Human Resources.
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:

• Minimum of a Bachelor's degree from a four-year college or university
• Experience as an instructional coach or willingness to learn about instructional coaching preferred
• Strong relationships with staff members across all disciplines desired

CERTIFICATES, LICENSES, REGISTRATIONS:

• Valid Illinois Teaching certificate with appropriate endorsements
• Certification registered with Lake County ROE

QUALITIES:

• Someone who is passionate about teaching and learning; committed to establishing and maintaining caring, positive relationships; student-centered; culturally responsive; and dedicated to enlarging their knowledge of pedagogy and subject matter
• Possesses a desire to make a positive difference with teachers and students in District 113
• Shows an understanding of Instructional Coaching principles/stay current with best practices for instructional coaching, or a willingness to learn about such practices.
• Demonstrates knowledge and experience in applying the CASEL competencies within Tier 1 instruction.
• Demonstrates an understanding of pedagogical best practice
• Possesses an understanding of district and building cultures, practices, vision, and mission
• Demonstrates resourcefulness
• Demonstrates culturally-responsive practice
• Exhibits a willingness to take risks
• Possesses a general understanding of the Danielson model
• Is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success
• Understands the unique needs of adult learners and ways to inspire professional growth

RESPONSIBILITIES:
A SELIS works with staff to impart knowledge and expertise related to social emotional learning and trauma-informed practices throughout the buildings but specifically within departments (including course teams) with individual teachers, administrative teams, and instructional coaches, A SELIS is responsible to:

• Work with the MTSS team and Department Chairs to improve the effectiveness of Tier 1 instruction, particularly as it relates to social and emotional learning.
• Collaborate with teachers to self-assess, monitor, and explore CASEL’s five core competencies.
• Collaborate with teachers interested in enhancing SEL strategies into their classes with a focus on post-pandemic and post-7/4 needs.
• How to deliver SEL lessons and curricula
• How to create a sense of belonging and build student engagement
• Ways to improve the school and classroom climate
• With partnering teachers and/or course teams, develop trauma-informed practices and spaces (create safety, ? well-being, and healing) in partner classrooms.
• Coordinate homeroom
• Maintain trusting, positive, and confidential relationships with colleagues
• Work both one-on-one or in small groups of staff with the goal of increasing student engagement, improving student achievement, and building staff capacity
• Partner with staff to help develop efficacy in a variety of instructional domains related to SEL and trauma-informed practices.
• Collect, analyze and use relevant data to aid in the coaching process and inform lesson development for Homeroom
• Productively perform non-evaluative observations as a tool for data collection, support, professional learning, and feedback
• Guide staff in crafting meaningful, student-centered goals based on multiple sources of data
• Suggest and model strategies for improvement by occasionally co-teaching classes with “caseload” teachers
• Model reflective practice and promote reflection in others
• Navigate courageous conversations in vulnerable settings
• Facilitate teacher collaboration through structured learning opportunities and coaching conversations
• Work collaboratively with other building instructional coaches, mentoring professional development coordinators, building leadership, and the Assistant Principals for Teaching and Learning
• Commit to growing personal coaching capacity by participating in staff development activities, attending conferences and other professional development opportunities, and accessing the most up-to-date research about coaching
• Provides quarterly report to Assistant Principal

PHYSICAL DEMANDS AND WORK ENVIRONMENT:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, bend, write, type, speak, and listen. In addition, the employee may occasionally be required to bend, twist, reach and climb. Specific vision abilities required by this job include close, peripheral, and distant vision.
The noise level in the work environment ranges from quiet/moderate to loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being, and work output of students.
The statements in this job description are intended to describe the general nature and level of the work to be performed by (an) individual(s) assigned to this position. They are not an exhaustive list of all duties and responsibilities related to the position. This job description will be reviewed periodically as duties and responsibilities change with business necessity and School Board Policy and procedures. Essential and marginal job functions are subject to modification.
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.