TITLE:                      SEL SPECIALIST/INTERVENTIONIST

 PREFERRED QUALIFICATIONS:

• Must hold or be eligible to obtain either a valid school counselor license or school social worker license. Persons who also maintain a teaching license or who have classroom teaching experience are preferred.
• State licensure for special education and teaching.
• Deep knowledge of SEL competencies, research, curriculum, strategies, and learning and instruction frameworks
• Experience developing and leading professional learning to groups
• Must be able to speak before groups of people with poise, voice control, and confidence
• Strong interpersonal relationships with students, staff, and parents
• Ability to communicate effectively in written and oral forms
• Experience working with a variety of children, which may include those who display challenging behaviors related to a social-emotional disability, autism spectrum disorder, and/or trauma
• Proficient in Microsoft Office programs and/or Google Suite programs, including Word, PowerPoint, and Excel
• Experience with spreadsheets and assessing data
• Ability to develop and compile a variety of records and reports

REPORTS TO:         Assistant Superintendent, Special Services

JOB GOAL:  The Social-Emotional Learning specialist will play an essential role in implementing strategies across schools to ensure a positive school climate that supports students’ social and emotional needs. This individual will provide direct support to school leaders, teachers and staff on social-emotional learning programming, including standards, curriculum, assessment, and professional development. The SEL specialist will work to ensure that SEL is integrated into instruction and daily practices align with the district’s SEL philosophy statement and core competencies. The specialist will support the implementation of a solid SEL program for Tier 1, as well as assist teachers in providing Tier II and Tier III interventions for students who need more intensive levels of support for SEL. This goal will be accomplished by working alongside school staff and serving as a liaison between the school, families, and community organizations.

PERFORMANCE RESPONSIBILITIES:

• Under general supervision of Safe School Climate Coordinator, design and coordinate social-emotional learning (SEL) supports for students, as well as SEL professional development for staff.
• Support school-level implementation of SEL by working with Climate Coordinator and school leadership teams to work SEL into school schedules and daily activities.
• Deliver individualized coaching in classrooms to help teachers integrate SEL practices into the design of instruction and content.
• Model the delivery of SEL lessons in the classroom using various teaching methods, such as 1:1 collaboration, peer consultations, and co-teaching.
• Encourage the development of SEL skills in adults through applied practice and opportunities to reflect in partners or small groups.
• Communicate effectively with students, parents, school staff, community members and state organizations in written and oral presentation.
• Assist site staff with the identification of students who need additional (moderate/Tier II or intensive/Tier III) SEL support.
• Ability to provide Tier II and/or Tier III SEL interventions directly or through consultation to other educators and support staff.
• Conduct staff and community education on SEL.
• Maintain professional practice and development, staying current with recent approaches to improving SEL for students, staff, and families.
• Maintain, analyze, and report on data related to essential functions of the position.
• Use data to promote continuous improvement of coaching and SEL program outcomes.
• Work independently, with minimal supervision and guidance, in performing all assigned responsibilities in an efficient and correct manner.
• Ability to travel between school sites
• Other duties as assigned by the Assistant Superintendent, Special Services

TERMS OF EMPLOYMENT:       187 day position

EVALUATION:                               Performance review of this job will be evaluated by the building principal in conjunction with the Wilton Staff Appraisal Plan

Wilton Public Schools is committed to a policy of equal opportunity for all qualified persons.

Wilton Public Schools does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, intellectual disability, past or present history of mental disorder, physical disability or learning disability), genetic information & testing, Family & Medical Leave status, protected veteran status, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.

Wilton Public Schools prohibits retaliation against individuals who bring forth any complaint, orally or in writing, to the employer or the government, or against any individuals who assist or participate in the investigation of any complaint or otherwise oppose discrimination.