SEL Specialist

Social Emotional Learning Specialist

DEPARTMENT: School Name

TERMS OF EMPLOYMENT: 10 months (190 days)

SALARY: Based on Bulloch County Schools salary/supplement schedule

FLSA STATUS: Exempt

REPORTS TO: Principal or designee

JOB CODE: 441

POSITION SUMMARY:

The Social Emotional Learning (SEL) Specialist will be on the front lines, launching foremost on building relationships with students and providing additional behavior support and intervention. The SEL Specialist must be firmly rooted in restorative practice values, passionate about working in a elementary/middle/high school setting, and see him- or herself as an educator, counselor, community organizer, and entrepreneur to mobilize and inspire others around the common goal of improved student outcomes.

REQUIRED QUALIFICATIONS:

• • Clearance certificate AND at least a bachelor’s degree, preferably in psychology, sociology, counseling or related field.
  • Experience working with restorative practices or related experience.
  • Experience in presenting to large groups of personnel, students and parents.
  • Experience compiling and interpreting data.
  • Experienced in communication skills, both written and verbal, particularly with parents and education professionals.
  • Must have excellent interpersonal skills.
  • Experience working with a diverse group of people
  • Embodies the core values of the district; relational, purposeful, reflective, resourceful, courageous and accountable..

• Must be able to satisfactorily perform each essential functions of the position. When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position.
• Must be able to provide a criminal background check with results that adhere to Bulloch County Board of Education Policy GAK(1).

PREFERRED QUALIFICATIONS:

• Experience working in a K-12 setting.
• Experience working in a high needs school setting.

DUTIES AND RESPONSIBILITIES:

• Assists in creating and facilitating restorative practice interventions for students.
• Assists student and parent in development of better behavior alternatives.
• Assists students with de-escalation techniques and tools to self-regulate behavior.
• Assists in data collection to monitor progress and determine student needs.
• Assists in the creation of behavior intervention plans.
• Manages relationships with students involved in extra support and in need of intervention.
• Through coaching and modeling, supports school based staff in building their capacity to implement restorative practices interventions.
• Engages and communicates with school stakeholders (parents, students, staff, etc.) regarding restorative practice interventions and initiatives.
• Performs other duties as requested.

PERFORMANCE FACTORS:

• Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rated light work.
• Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration. Ability to be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among diverse populations.
• Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to manage multiple tasks simultaneously with only few or no errors.
• Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are presented. Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process. Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
• Independent Judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project.
• Organizational Skills: Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
• Public Contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system. Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
• Attendance and Dependability: Ability to report to work at the scheduled time and to seldom be absent from work. Demonstrate prompt and regular work attendance. Process appropriate paperwork to authorize absences in accordance with school system procedures. Ability to complete work in a timely, accurate manner and to be conscientious about work performance.

EVALUATION: Performance will be evaluated annually by the Superintendent or designated supervisor in accordance with Policy GBI - Evaluation of Personnel.

Job descriptions are designed and intended only to summarize the essential duties, responsibilities, qualifications, and requirements for the purpose of clarifying the general nature and scope of a position's role. Job descriptions do not list all tasks an employee might be expected to perform.