Culture and Accountability Coach - Massabesic High School

REGIONAL SCHOOL UNIT NO. 57 Office of the Superintendent Waterboro, Maine 04087 Culture and Accountability Coach REPORTS TO: Building Principal(s) QUALIFICATIONS DESIRED: Minimum of a Bachelor's Degree in education related fields. A valid Maine Teaching Certificate with applicable area endorsements. Endorsements in the area of administration and supervision for secondary education preferred. Minimum of four years of successful teaching experience at the high school level. Demonstrated record of success which exemplifies instructional leadership, standards of academic excellence and personal integrity. Knowledge of current educational trends/issues impacting the high school, including restorative justice. Skills in building and maintaining collaborative relationships with students, staff, parents, administration and the community. Demonstrated ability to exercise sound judgment including appropriate handling of all confidential matters with a minimum of supervision. Exemplary problem solving, organizational, and time management skills. Excellent written and oral communication skills including exemplary record keeping. Demonstrated understanding of how to foster prosocial behaviors in students and staff. The skills pertinent to positive human relationships and the ability to work effectively with all staff, students, parents, administrators and the community. Demonstrated abilities and a willingness conducive to the continuous quest for quality education. Terms of Employment: Salary, work year (182.5 day teacher contract with 10 additional days - 192.5 total), and working conditions will be established by the RSU 57 School Board. JOB GOALS: General Expectations: The Culture and Accountability Coach reports to the Principal and supports the building Administration Team in the application of the MHS Student Code of Conduct, attendance, and other student and school matters. This individual will exhibit strong standards of professional ethics when relating to staff, students, parents, administration and the community. 1. Attendance Support: Monitor and respond to patterns of absenteeism and tardiness using data systems. Conduct proactive outreach to students and families (calls, meetings, home visits when appropriate). Collaborate with administration and counseling to develop attendance improvement plans. Participate in attendance teams to address chronic absenteeism. Support re-engagement plans for students returning after extended absence. 2. Pro-Social Behavior & School Climate: Provide direct support (check-ins, mentoring, conflict mediation, restorative practices). Teach or co-facilitate social-emotional learning (SEL) skill-building. Respond to behavioral concerns with a focus on restoration and skill development. Help create a safe, inclusive, and respectful school environment. 3. Substance Use Awareness & Response: Demonstrate knowledge of trends in youth substance use (including vaping, alcohol, cannabis, etc.). Identify early warning signs and risk factors. Follow district protocols for reporting, documentation, and response. Collaborate with school nurses, counselors, and outside agencies. Engage families in supportive, non-punitive intervention strategies. Assist in prevention education efforts and student awareness initiatives. 4. Student Engagement & Co-Curricular Participation: Actively promote student involvement in clubs, activities, and athletics. Identify and reduce barriers to participation (transportation, awareness, confidence, eligibility). Partner with advisors, coaches, and staff to connect disengaged students. Track and support participation of at-risk students. Help organize or support events that build school connection and belonging. 5. Systems Implementation & Alignment: Utilize a holistic, whole-child approach to student success, integrating social-emotional learning (SEL) with academic and behavioral supports to foster resilience and well-being. Operationalize district-level strategic goals by implementing targeted interventions that measurable improve student attendance, active classroom engagement, and the physical/psychological safety of the school environment. Cultivate a collaborative ecosystem by partnering with administrators, counselors, families, and external agencies to ensure a unified and consistent response to student needs. PERFORMANCE RESPONSIBILITIES: Promotes a school environment that is safe and conducive to student learning. Serves as a member of the building leadership team. Monitors behavior, attendance, and academic progress of students and collaborates with teachers, students and parents/guardians. Demonstrates philosophy that all students can and will learn. Maintains the District's overall mission; assists in supporting and implementing Board policies and the academic action plan school wide with students, staff, parents/guardians, and community members. Maintains the School's overall mission; assists in supporting and implementing school guidelines with students, staff, parents/guardians, and community members. Works collaboratively with the Administrative Team and the School Resource Officer where applicable in guiding decision making and problem solving in relation to student, family, or team needs. Demonstrates the promotion of life-long learning by participating in pertinent professional development in both the academic curriculum, prosocial behavior, as well as cultural proficiency and awareness of understanding diversity. Demonstrates the skills pertinent to positive human relationships and the ability to work effectively with students, members of the instructional staff and the community. ADDITIONAL DUTIES: Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee is frequently required to sit, stand, climb stairs, lift (ranging from 25–75 lbs depending on student size), bend, pull, push, walk, kneel, crouch, and perform other physical tasks that may be required from time to time. Equal Opportunity Employer: Regional School Unit 57 is an Equal Opportunity Employer. RSU 57 does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, religion, age, disability, or any other protected status under applicable federal and state laws.