Braided Behavior Systems of Support Strategist at Matheny-Withrow

TITLE OF VACANCY:  Braided Behavior Systems of Support Strategist

LOCATION:  Matheny-Withrow Elementary School

CONTRACT PERIOD:  180 days

REPORTS TO:  Building Principal

REQUIREMENTS/QUALIFICATIONS:

1. Valid Illinois Professional Educators License with a elementary school endorsement
2. Knowledge of instructional practices that promote supportive learning environments and build social and emotional skills
3. Familiarity with ISBE SEL Standards and evidence-based SEL in the classroom
4. Knowledge of adult learning styles and best practices for coaching and providing feedback
5. Possess cultural competency and ability to navigate and promote sensitivity with issues of race and equity
6. Strong analytical, time management, organizational and interpersonal skills
7. Minimum 5 years successful teaching experience

RESPONSIBILITIES:

1. Lead BBSS teams and coordinate all BBSS supports at the school level
2. Provide individualized, classroom-based coaching to support teachers in implementing best practices to promote BBSS (SEL, PBIS, BIST and restorative practices) establishing supportive learning environments, and developing supportive classroom management practices
3. Use the coaching model to support BBSS capacity for both students and teachers
4. Plan, design and lead ongoing professional learning opportunities to improve and enhance BBSS for the whole child
5. Serve as site administrator of the District Panorama SEL assessment
6. Support administration with Culture and Climate SIP goals by facilitating training and collecting/analyzing data to inform goals, targets, actions, and tasks
7. Support staff, students, and parents/caregivers with delivery of explicit instruction of SEL through the Second Step Curriculum
8. Organize, collect and monitor school discipline data in order to support targeted student intervention plans and help deliver and analyze SAEBRS and Panorama data
9. Lead Restorative Practices and Re-Entry meetings with students, staff and families alongside appropriate building staff
10. Implement best practices in Multi-Tiered Systems of Support to meet students’ academic, emotional and social needs
11. Deliver skill-based behavior coaching to students
12. Work with individual teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues and factors that can affect development and implementation of academic and behavioral interventions
13. Works collaboratively with the school instructional and non-instructional staff to implement a comprehensive trauma-informed approach to address both preventative and responsive measures for students, staff and families
14. Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child
15. Provide hands-on support for teachers and principals when a crisis moment occurs
16. Other duties as assigned