Multi-Tiered System of Support (MTSS) Coordinator for Social-Emotional Learning (SEL)

In this blended role as the MTSS SEL Coordinator, you will play a pivotal role in further developing and overseeing a comprehensive MTSS Program for SEL and behavior across the supervisory union as well as assist the Student Services department, ensuring that all students receive an appropriate, effective, and efficient educational program. You will be responsible for collaborating closely with leadership, building administrators, educators, support staff, families, and students to further establish and implement a tiered framework that uses data to design effective SEL and behavior interventions (at the universal, targeted, and intensive levels) to meet the needs of each student; provide guidance across the supervisory union to ensure that research-based and/or evidence-based MTSS strategies, interventions, and systems are in place to support students with SEL and behavioral learning; and assist the Student Services department with a variety of tasks to optimize outcomes for all students.

Supervision: Reports directly to the Director of Student Services and Superintendent

Supervisory Responsibilities: Co-supervises building-based special educators (with Principals) and other program staff as assigned. Co-supervises summer extended school year services and out of district placements. Supervises and evaluates special education staff in accordance with the district’s policies and procedures.

Responsibilities include but are not limited to:

• Co-develop, support, and monitor a supervisory union-wide MTSS implementation plan aligned to the SU's vision for SEL within the MTSS
• Implement and lead an SEL MTSS Committee (SEAL team & Behavior Consultation Group) with representation from school sites and other key stakeholders, including development of agenda and coordination of tasks
• Work collaboratively with district administrators, school-based leadership teams, and teachers to facilitate implementation of the SEL MTSS at the SU and school levels
• Based on needs assessment, oversee the development of a tiered approach for universal, targeted, and intensive interventions, progress monitoring, data-based decision making, and communication and collaboration processes among student support teams
• Analyze and support SU-wide universal screening for SEL and behavior (experience and knowledge using Panorama and Goalbook is preferred)
• Help establish data collection and analysis procedures through a data system to inform decision-making around student needs and school resource allocation
• Compile and report on effectiveness of SEL / Behavior interventions to improve systems
• Coach school sites on analyzing student needs and identifying research-based interventions across behavior and SEL

-Develop training opportunities and ongoing coaching for leadership teams, staff, teachers, and others on the MTSS SEL framework and research- and/or evidence-based practices

• Partner with outside agencies, families, and other groups to expand resources for students through development and maintenance of positive working relationships with families, staff, and community members

Qualifications:

• Master’s Degree or higher in education, special education, administration, or related field
• Vermont licensure as Principal, Director of Special Education, or comparable license
• 3 years of experience working within complex public school systems
• Knowledge of MTSS SEL models, implementation of MTSS, and intervention strategies
• Experience designing and delivering professional development
• Demonstrated understanding of special education laws and regulations
• Knowledge of the MTSS framework, positive behavior interventions and supports (PBIS), response to intervention (RTI), social-emotional learning (SEL), restorative practices, trauma-informed practices, and family engagement
• Ability to plan, organize, and work collaboratively with teams
• Ability to provide leadership and manage complex projects
• Ability to facilitate change management within individuals, teams, and organizations
• Exceptional interpersonal skills and strong verbal and written communication skills
• Ability to collect and analyze data to drive improvement
• Strong interpersonal skills with excellent attention to detail
• Proficient in intervention management software, Google Suite (and Microsoft Office programs)