Social Emotional Learning Specialist

Social Emotional Learning SpecialistEarly Care and Education Programs Agency OverviewFelton Institute responds to the needs of our community by providing innovative, evidence-informed social services that transform lives. Our organization offers 50 programs that address mental health, the unhoused, early care and education, those impacted by the justice system, transitional age youth, as well as aging adults. Our programs combine the latest scientific research with cultural sensitivity and a deep commitment to supporting and reflecting the communities we serve. Felton offers a dynamic, challenging, and supportive work environment where we encourage the use of professional development, that staff can utilize throughout their career. Division Description The Children, Youth, Family, and Transitional Age Youth Services Division (CYFTAY) offers an array of services to low-income and underserved clients with multiple challenges and abilities: Infants, toddlers, and preschool children, including those with special needs. Youth: including transitional age youth, pregnant| parenting teens and youth in the foster care system. Families: including low-income, immigrant, monolingual, and homeless populations. The CYFTAY division offers multidisciplinary programs including Early Care and Education, Early Intervention| Inclusion, Family Support, Mental Health Services, Health, Nutrition, Wellness, and Parenting Education Programming. ECE Programs Felton Institute has been providing comprehensive early care and education services in San Francisco since 1971. Felton now has ECE programs in SF’s Mission, Bayview, and Visitation Valley neighborhoods; and offers a school-readiness program for infants, toddlers, and preschoolers (2 weeks to 6 years old). Felton’s ECE programs include 4 infant, 7 toddler, and 11 preschool classrooms, which serve approximately 400 children, full-day/ year-round. Felton’s ECE programming offers comprehensive, two generation, holistic, wrap-around services to families with young children (0-5 years old). These multicultural, educational classrooms provide a nurturing, developmentally challenging, and inclusive environment for very young children of low/moderate-income families. We are committed to inclusive, positive environments that build on children’s positive self-esteem and self-image. Our newest ECE program and the first co-located on-site with affordable housing, the Solmar Learning Center is located in the Mission neighborhood and serves 42 preschool children ages birth-6 years old. The program is open year-round, Monday-Friday 7:30 am-5:30 pm. The Opportunity Over the past five years Felton has established the use of the Kimochis Curriculum in our Preschool classrooms to support the social-emotional learning needs of young children. This position will serve as a member of the Connect and Thrive team to support Felton’s ECE preschool classrooms. We are seeking an individual who is enthusiastic, talented and has experience working with multicultural communities. The position requires a minimum of two years of experience focusing on the social-emotional skills of young children, knowledge of child development, and the ability to bridge and build relationships. Our ideal candidate is someone experienced with the Kimochis Social Emotional Curriculum. He/she will be solution-focused, a systems and strategic thinker, and be very comfortable with change, growth, and innovation. Brief Job Description The (SELS) promotes the social emotional wellness of children and staff through programming that supports a positive culture and climate, coordinates universal social emotional instruction, and provides evidence-based targeted supports across all classrooms, with a particular focus on preschool classrooms. The (SELS) supports children across the continuum with Multi-Tiered Systems of Support (MTSS). The (SELS) will lead the planning, continuous improvement, and implementation of Multi-Tiered Systems of Support for Social & Emotional Learning (MTSS-SEL) to support our ECE programs in the development of positive school climate, SEL integration into core instruction, prosocial behavior support, social and emotional skills development, and behavioral interventions processes.The (SELS) will work to support the process by which children develop fundamental emotional and social competencies and experiences. The (SELS) will work to build and deepen a positive school climate and culture by training on how to understand and manage emotions, set, and achieve positive goals, feel, and show empathy for others, establish, and maintain positive relationships. This position will report to the Early Intervention and Inclusion Director/ Preschool Inclusion Supervisor and will work closely within a multidisciplinary team to offer professional learning, coaching, and modeling to assigned preschools, including Family Developmental Center (FDC) and Martin Luther King Center (MLK) and as needed offer universal SEL resources across all ECE programs. Direct Services (30%) Assess social-emotional competence and to match children to relevant supports based on observations/ assessment data.In collaboration with classroom teachers as needed, the (SELS) will create and run Social Skills with small groups of children with higher (Tier 2-3) social-emotional needs, in preschool classrooms. For the preschool classrooms across FDC and MLK: providing at least once per month of in-classroom coaching and modelling related to Kimochis lessons during circle timeProvides assistance with de-escalating children behaviors and reintegrating children back into the larger classroom activitiesProvide on-site support to other Preschool classrooms at other ECE programs as needed Training, Modeling and Coaching (40%) Work closely with the Early Intervention and Inclusion Director, Clinical Director, and Co-Educational Directors to establish an SEL curriculum consistent across all Felton ECE programmingSupports the integration of school-wide social and emotional learning education throughout the ECE programs. All interventions and educational activities will be grounded in approaches that have been identified and adopted by the agency (e.g. Kimochis, Teaching Pyramid, Positive Behavior Supports)Provide training, coordination, materials, and implementation support for the integration of SEL into the fabric of each classroom by identifying and embedding SEL curriculum, strategies, teaching, practice, reinforcement, intervention, and evaluation into existing systemsProvides technical support and modeling of social and emotional learning lessons to whole classes and small groups in accordance with SEL curriculum identified by the FeltonProviding teachers with trainings on Kimochis Curriculum regularly throughout the school yearProvide implementation support and technical assistance to preschools in SEL strategiesProviding monthly “drop ins” to teachers related to the SEL curriculum and providing as-needed supportsWorking with preschool teaching staff and Program Supervisors to create Feelings Corners in the classroom and integrate the SEL Curriculum into daily practices and conversationsCreate a monthly “Kimochis Newsletter” and “Kimochis Video” for all Felton teachers with “Keys to Communication” that focus on a different aspect of social-emotional learning Teaming and Collaboration (30%) Work with teaching staff and Family Support staff to provide SEL tips to families via a monthly newsletter, using the Kimochis Home Links as well as other curriculaCreate a monthly “SEL Newsletter” for all Felton families to understand the emotional needs of their children and highlight the SEL activities in preschool classroomsBe available to all families across Felton sites as a resource related to young children’s social-emotional needsProvides social and emotional learning education workshops for parents and community.Work with School Counselor to identify supports for higher-needs (Tier 2, 3 of pyramid) children and their familiesWorks well in a team and maintains a collaborative approach with staff across all Felton ECE programs.Maintains a positive attitude and outlook when communicating with internal and external staffCollaborates with other staff to ensure each child and family is being supported as much as possible, and is accessing the full range of supports and services available both internally and externally (e.g. case management, referrals, access to other related services in the community)Maintain accurate, complete, and correct records as required by laws, Felton policies, and administrative regulations.Provides input for program development Minimum Qualifications Minimum of five (3-5) years of relevant professional experience, including the following, is required:Working in early childhood (early learning) education programExperience developing and facilitating professional learningExpertise in practices in SEL supportsExperience providing coaching and technical assistance to peer and non-peer audiencesExperience planning, implementing, and progress-monitoring projectsBackground in early childhood (early learning) education strongly preferredExperience in a classroom teaching position, and/or working in or with an urban education system with a focus on social, emotional, and behavioral supports strongly preferredFamiliarity with SEL strategies (i.e. SEL curricula/programs, Tier II/III Interventions, Behavioral Health Teams, etc. is preferred.Deep knowledge of evidence-based and promising equity-focused, trauma-engaged practices for developing children’s social and emotional competencies, building relationships between preschool stakeholders, and increasing family engagement.Strong communication skills (speaking - including presentations - listening, and writing)Demonstrated aptitude with utilizing data to inform programmatic decisions - candidates should be prepared to develop skills relating to translating data to inform preschool based decisionsAbility to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support preschool children, staff, and families.A strengths-based lens to recognize and address historical inequities using families/educators as experts, partners, and conveners;Knowledge of child & adolescent growth and development, youth development and leadership principalsKnowledge and familiarity with multi-cultural populations, especially African-American, Latino, and Asian communityCommitted to culturally informed practice and a multicultural learning environmentOpen to learning and implementing Evidenced Based PracticesAbility to carry out community assignments including those connected to the school sitesAbility to tell when something is wrong or likely to go wrong and to problem solve effectivelyAbility to be a team player with a welcoming attitudeBilingual in Spanish preferred Education, certification, and licenses BA in related field such as special education, early childhood or psychology requiredMaster's degree in Social Work/Psychology/Counseling preferred Requirements Must pass Department of Justice Fingerprint screeningFingerprinting Clearance DOJ/FBI & Clearance Child Abuse IndexCurrent Immunizations (TB, Influenza, MMR, Pertussis) and Physical Health Screening (every 2 years thereafter)Provide proof of full COVID-19 vaccination BoosterCurrent CPR & First Aid Certificate (every 2 years thereafter) Additional Information:Reports to: EII DirectorJob Type: Full-TimeWork Schedule: OnsiteFLSA Status: ExemptSalary Range: $37 - $39 per hour (DOE)Benefits (subject to election and eligibility): Fully-Paid Medical and Dental Plans; Health Reimbursement Card, Paid Time Off (personal, vacation, and sick time), 403B with company match. Applying Instruction:Candidates should apply for the position at our career page “careers.felton.org” OR directly email resumes to “jobs@felton.org”. IMP NOTE: Job responsibilities are subject to change according to program requirements.

Salary : $37 - $39