Restorative Practices Facilitator

Position Title: Restorative Practices Facilitator
Classification: REA
Reports To: Building Principal/ Director of Student Support Services

Position Goals: To develop and implement proactive and responsive restorative practices in order to foster a safe, supportive, and positive school culture.
To develop systems that create strong school culture and train and support staff on utilizing restorative practices to remove barriers and provide the optimal learning experience for all students.

ESSENTIAL FUNCTIONS: Other duties may be assigned.
The essential functions of this position include, but are not limited to the following fundamental duties:

• Demonstrates a working knowledge of Restorative Practices best practices and techniques.
• Leads and facilitates the development, implementation, and evaluation of the Restorative Practices Program.
• Completes IIRP Train the Trainer program in order to be able to train staff in Restorative Practices.
• Demonstrates knowledge and application of developmental, learning, social justice, multi-cultural, equity based and trauma informed theory and evidence-based practices as they are related to Restorative Practices.
• Demonstrates and models effective, trauma-informed interactions and communication that are appropriate to the ages, cultures, and developmental levels of the students to foster a positive school climate
• Demonstrates and models effective, culturally sensitive, trauma-informed interaction and communication with community stakeholders, parents, guardians, and school staff that reflects
• Consults with teachers, staff, and parents regarding meeting the developmental, social-emotional, behavioral, and academic needs of individual students or specific student groups.
• Utilizes data from SWPBiS, SAP, attendance records, disciplinary referrals, and academic progress to assist building administration to:
• Create goals and strategies, deliver evidenced-based interventions, and evaluate the impact of services.
• Determine the need for and implementation of individual, group and school-wide behavioral expectations and supporting students and staff through restorative practices.
• Gathers and shares information about evidence-based and/or high quality informational and programmatic resources, as well as multidisciplinary and community resources. ‘
• Collaborates with building administrators and building leadership teams to create effective systems that support school-wide culture and promote social, emotional, and academic learning for all students
• Collaborates with building administrators and building leadership teams to align restorative practices and supports with the mission, vision, and core values of the building and District.

- Collects data, provides progress reports, and participates in program evaluations to determine the efficacy of school- wide cultural systems.

• Participates in MTSS / Core Teams, providing strategies to improve school outcomes by addressing barriers related to academics, social-emotional needs, mental health, and attendance.
• Provides MTSS supports, interventions, and accommodations to individual students, according to individual students support plans.
• Collaborates with teachers and other staff as needed, to create and implement intervention plans as needed.
• Develops own capacity and that of faculty and staff by leading school-wide professional development on positive behavior supports and intervention/restorative practices necessary for optimal learning conditions.
• Supports teachers in implementing the MTSS process, and restorative and intervention practices.
• Develops educational and restorative practice materials and resources aligned to District policies, that support the needs of staff, students and parents.
• Builds behavior-centered relationships with students, parents, teachers, and staff in order to aid students academically, socially, and culturally in order to build positive relationships within their school community..
• Maintains clear alignment to the vision and mission that promotes a welcoming and supportive learning environment for students, families, staff, and all other stakeholders. •
• Provides open communication and decision-making opportunities with families tied to practices impacting culture.
• Builds relationships with Student Support Services staff to ensure students are receiving the appropriate supports.
• Maintains a collaborative relationship with community partners and agencies to connect and refer students and families to their services.
• Participates in and/or provides data and data analysis for the school improvement plan.
• Collaborates with building administrators and staff to develop an equitable schedule for implementation of classroom lessons and restorative practice sessions
• Actively participates in the Student Assistance Program (SAP) for the school as a case-manager and/or building coordinator.
• Acts as a member of school Crisis Response and Threat Assessment Teams.
• Follows District protocols, procedures and policies regarding crisis response and threat assessment.
• Identifies students who may need accommodations or interventions to meet academic, behavioral, and social-emotional goals.
• Plans, organizes, facilitates and/or participates in school-based programs that celebrate student and staff achievements.
• Attends all building level events related to orientation, parent conferences, family/parent programs related to the Restorative Practices Program and others as directed by administrators.
• Completes reports, records and documentation that are accurate and compliant with district policies and procedures.
• Protects the confidentiality and privacy of student information and records.
• Regularly participates in professional development and professional learning communities within the school, department and in compliance with district expectations.
• Assists with role specific tasks as assigned by specific building level.
• Performs other duties as assigned by the Superintendent or his/her designee. This job description does not constitute an exhaustive list of responsibilities and management may revise it at any time.

SUPERVISORY RESPONSIBILITIES: None

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


EDUCATION and/or EXPERIENCE:
Bachelor’s Degree with at least three years of related experience.
Master’s Degree in School Counseling or Social Work preferred.

CERTIFICATES, LICENSES, REGISTRATIONS:
Pennsylvania Certificate as a School Counselor or School Social Worker preferred, or
Pennsylvania Certificate as a Teacher.
Certification as an IIRP Trainer preferred.

LANGUAGE SKILLS:
Ability to speak clearly and distinctly.
Ability to write routine reports and correspondence.
Ability to speak effectively with other employees, students, and parents.


MATHEMATICAL SKILLS:

Ability to apply basic arithmetic calculations.
Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals.
Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
Ability to apply concepts such as fractions, percentages, ratios, and proportions for practical situations.
Ability to apply concepts of basic algebra and geometry.


REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions.
Ability to interpret a variety of instructions furnished in written, oral or schedule form.


OTHER SKILLS and ABILITIES:
Ability to coordinate activities with related and specialist staff.
Ability to develop and maintain required records and reports.
Ability to establish and maintain effective working relationships with peers, parents, and the community.
Good knowledge of procedures, practices, materials, and equipment required to provide appropriate learning experiences for students to whom assigned.
Ability to work as a member of a team.
Must be courteous and able to deal effectively with people.
Must be cooperative, congenial, and service-oriented.
Ability to maintain personal self-control in stressful situations.
Ability to operate a personal computer and software.
Ability to travel to more than one work location over the day as assigned.


PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to walk and talk or hear. The employee frequently is required to stand and sit. The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls; and reach with hands and arms. Some driving is necessary; light lifting – up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, and depth perception. Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints.


WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet but may be moderate to loud at times. The employee is frequently required to interact with the parents, public and staff during and after the normal workday. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact, and patience.


EVALUATION: The employee will be formally supervised and evaluated regarding his/her duties on a regular basis by the Building Principal.


The position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.


The Reading School District is an equal opportunity employment, educational and service organization.

PROF-Restorative Practices Facilitator