Long Term Sub SEL Interventionist

Department: Student Services

FLSA Status (Exempt/Non-exempt): Non-Exempt – Unit C

Reports to: Principal and Elementary Support and Stabilization/MTSS Coordinator

In compliance with state and federal laws, newton public schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual’s qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute.

SUMMARY: This position provides social-emotional interventions and/or programming within a Multi-Tiered System of Support (MTSS) framework at the building level. This position includes implementing evidence-based social-emotional instructional interventions, responding to challenging behavior, utilizing data inquiry cycles, and modeling both antecedent and response student intervention strategies to support regular education students.

Qualifications:

REQUIRED QUALIFICATIONS:

• 1-3 years previous experience working with individuals with emotional/behavioral challenges in an educational setting.
• Training and experience using the tenants and techniques of Applied Behavior Analysis (ABA).
• Completion of a bachelor’s degree in education, special education, or a related field such as psychology.
• Excellent oral and written communication.
• Excellent interpersonal skills, including a high degree of confidence giving feedback to students and faculty.
• Ability to collaborate as part of an interdisciplinary team.
• Completion of SafetyCare certification or willingness to do so upon hire.

 
DESIRED  QUALIFICATIONS:

• Familiarity with Multi-Tiered Systems of Support (MTSS) framework.
• Familiarity with Elementary Language Arts, Mathematics and Content Area knowledge base.

Essential Job Duties and Responsibilities (Not Limited To):

• Implement academic, social, and behavioral programming 
• for individuals who present with emotional/behavioral challenges within the context of a general education setting.
• Provide tiered SEL interventions for general education students, promoting and supporting the emotional health of all students.
• Support Tier 1 programming and support for grade-levels or the building as a whole on SEL initiatives.
• Collaborate effectively with a broad range of educators, both on the individual and group level.
• Consistently utilize data inquiry cycles, including using functional assessments and analysis.
• Respond to students experiencing behavioral challenges utilizing SafetyCare techniques.
• Collect social-emotional tiered data
• In addition to delivering structured SEL interventions, daily rapport building with students should occur, including, but not limited to, joining unstructured social times, maintaining availability for check-ins, joining academic blocks of classrooms, specials, etc.
• Be a point person for SEL resources and programming for the building.
• Create social-emotional materials that align with student needs and general education programming.
• Communicate professionally and effectively with families as needed.
• Attend building-based SEL consult meetings.
• Attend weekly SEL Interventionist PLC meetings with district SEL coaches.
• Maintain availability to attend general education grade-level PLC meetings.
• Attend training related to position.
• Consistent and on-time attendance is required.
• Responsible for implementing “other job-related duties” as needed and as assigned by the supervisor or Principal.
   

Work Environment & Physical Requirements:

Physical Requirements:

• Must be physically able to respond (e.g., push, pull, or carry at least 60 lbs) to students who are physically unsafe and to use physical restraints as part of a de-escalation process.
• Must be able to physically respond to students who have bolted from the building.
• Must be able to physically maintain a safe learning environment, including moving furniture in response to a crisis situation.