Description
ABOUT ASPIRE
Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998-in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through-Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation.
Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy.
JOB SUMMARY
This role collaborates closely with Regional Teams, Regional Leadership, and stakeholders at school sites to develop a comprehensive vision for Mental Health Services within the broader regional strategic framework, aiming to disrupt racial disparities and other mechanisms of marginalization in academic, social-emotional, and behavioral outcomes. This position is instrumental in facilitating the implementation and harmonization of mental health services across the region, guided by a steadfast commitment to antiracism, academic achievement, and agency for all students. Providing essential collaborative leadership, this role spearheads the execution of the region's mental health-related initiatives and student support services, ensuring that these efforts are deeply rooted in principles of equity and inclusion. Additionally, they drive the advancement of the region's dedication to enhancing student health and wellness by prioritizing policies, education, services, and professional development. This role offers a unique opportunity to make a profound impact on the well-being of students and communities by addressing mental health needs in a comprehensive, innovative, and socially conscious manner.
ESSENTIAL FUNCTIONS

• Provide visionary guidance and collaborative leadership for mental health services and student support services programming, policies, and resources within the region.
• Assist in implementing best practices for mental health and student support services across Tier 1, 2, and 3 supports within an MTSS framework
• As a key collaborator in the Community Schools Programming, support the development of partnerships with community-based organizations to increase access to mental health services, and safe and supportive environments for students with marginalized identities and circumstances.
• Understand and believe in the efficacy of Positive Behavioral Supports and Interventions (PBIS)
• Proficiency and capacity to guide and train members of the school site teams in crisis response and prevention.
• Present in the field to support the monitoring, design, and service delivery of mental health services.
• Establish professional development strategy and opportunities for mental health staff and stakeholders.
• Collaborate with Regional Leads to enhance professional learning and peer-to-peer support.
• Engage strategic partners to create strategy for mental health services referrals including but not limited to hospital systems, healthcare providers and systems, community-based organizations, and McKinney Vento.
• Collaborate with regional team members in the development and execution of parent/caregiver engagement strategies to support mental health initiatives.
• Provide regional technical assistance on policy implementation.
• Conduct frequent research on current resources, policies, best practices, and guidance that will inform program implementation and outcomes of mental health initiatives.
• Train and consult school leaders on threat and suicide assessments, including responses.
• Supports with adoption of the Social Emotional Learning Curriculum (SEL).
• Be a strategic partner in critical discipline proceedings for students with disabilities (ie manifestation determination, suspension, and expulsion).
• Other duties as assigned.

Additional:

• Demonstrate knowledge of, and support, the Aspire Public Schools mission, vision, value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior
• Actively seeks to improve and simplify Aspire's approach to particular job functions
• Perform other related duties as required and assigned.

QUALIFICATIONS
Competencies:

• Cultural competence regarding equity, racial justice and LGBTQIA inclusion.
• Knowledge of key concepts related to MTSS structures, PBIS, student support services, behavioral supports, and provision special education programming and assessments.
• Knowledge of current legal, philosophical and ethical topics related to mental health delivery.
• Familiarity with California Board of Behavioral Sciences (BBS) policies and practices related to licensure.
• Equipped with exceptional writing, verbal, and interpersonal skills, including a knack for engaging public speaking, alongside keen analytical abilities and an unwavering attention to detail.
• Ability to think "big picture" as well as to translate ideas into realistic, actionable plans.
• Ability to collaborate with other departments, with a high level of personal investment in contributing to the priorities of the region as a whole.
• Experience and adeptness in meeting facilitation.
• Ability to work with minimal supervision.

Minimum educational level:

• Bachelor's degree from an accredited college or university required.
• Hold a Master's degree from an accredited university in one or more of the following fields: Psychology, Counseling, Social Work, Public Health, or a related field.
• Hold or currently be progressing towards a Board of Behavioral Sciences Licensure in one of the following areas; LMFT, LCSW, LEP or LPCC.
• Hold or currently be progressing towards a PPSC, and/or demonstrate related experience in school counseling.

Experience required:

• Minimum 5 years of experience in one or more of the following areas directly at a school site and/or a system-level: program development and implementation, direct service, leadership, and management of mental health services, school counseling, and/or special education.
• Experienced in guiding data analysis and data-based inquiry to drive improvement in professional practice, leveraging expertise to foster critical conversations and facilitate continuous improvement among peer and non-peer colleague groups.
• Ability to collaborate with a diverse group of professionals across multiple departments and organizations to achieve unified, consistent practices.
• Experience in project management concepts, practices and procedures.
• Working knowledge of mental health services, trauma-informed practices, and other certification opportunities adult employees.
• Working knowledge of the education field, school settings, and EdCode.
• Working knowledge of Educationally Related Intensive Counseling Services (ERICS).
• Must be proficient with the use of computers and software including but not limited to Google Suite, Microsoft Excel, Word, and PowerPoint.
• Experience working with urban public schools.
• Experience working with youth and adolescent populations.

Our salary based on years of experience for this position type is $111,380- $142,980
Physical requirements:

• Stand, walk or bend over, kneel, crouch, reach overhead, grasp, push, and pull. Move, lift and/or carry up to 30 pounds to shoulder height
• Repetitive use of hands (i.e. fine manipulation, simple grasping, and power grasping)
• Demonstrate normal depth perception
• Sitting, walking or standing for extended periods of time
• Dexterity of hands and fingers to operate a computer keyboard, operate standard office equipment, and use a telephone
• See and read a computer screen and printed matter with or without vision aids
• Hear and understand speech at normal levels and on the telephone with or without auditory aides

Work authorization requirements:

• Clear the Department of Justice background screening
• Authorized to work in the United States
• Provide health (TB) clearance (most update every four years)

WORK ENVIRONMENT
The work environment characteristics are representative of those in a normal office, classroom/school setting which one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
ATTESTATION
We are an at-will employer, this does not constitute a contract for employment. My signature below is to acknowledge that I have read and understood the statements above regarding the position responsibilities and agree that I am qualified to be hired for this position:
EEO STATEMENT
Aspire Public Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.