Social Emotional Learning Coach - Vacancy ID: 210403

The Stoughton Area School District is accepting applications for a 1.0 FTE Social Emotional Learning Coach, effective at the start of the 2024-2025 school year.

Applicants must apply via WECAN. All supporting material must be submitted through WECAN.

Hiring Administrator:
Keli Melcher, Director of Student Services
Stoughton Area School District
320 North St
Stoughton WI 53589

 

Job Outcomes

The Social-Emotional Learning (SEL) Coach plays an essential role in implementing SEL

strategies to ensure a positive school climate that supports students’ social and emotional

needs and feelings of belonging. The SEL coach provides direct support to building administrators, teachers, and support staff on social-emotional learning. The SEL coach provides leadership in the development, coaching, and monitoring of systems, structures, and professional learning to support schools in serving students with mental health, social/emotional learning and intense behavioral needs. Collaborate with school-based teams to develop support plans based on data analysis to determine which evidence-based interventions, universal regulation, and instructional strategies would benefit staff, students, and families. 

Tasks:

1. District Leadership: Provide leadership in developing systems, structures, and professional learning opportunities for staff to increase emotional regulation and belonging of students within classrooms at the universal tier using evidence-based inclusive practices.

• Develop professional learning, tools, resources, and guidance for schools/staff to support  students with more intensive needs including specially designed instruction using research based interventions which may include DBT, Heart Math, Social Thinking, etc.

• Develop and implement referral pathways with building staff to support the mental wellness of students.

• Develop with district and building teams a comprehensive plan for shifting from a reactive to a proactive, culturally responsive and neurodiverse affirmative behavioral response model. Develop a scope and sequence for professional learning to enact the model which includes restorative practice in response to behavioral incidents and implements inclusive practices for student access to curriculum.

• Lead for the analysis of SEL data and PBIS implementation at the district in collaboration with school based PBIS teams.

• Lead for the development of a system to measure the effectiveness of tier 2 and tier 3 interventions for social and emotional skills.

2. Direct Support to Schools: Consult, coach, and problem-solve with principals, school leadership teams, and student-specific teams regarding the intensive needs of a student or students.

• Observe and analyze students with intense behavioral challenges to assist staff in developing and implementing instruction to increase student engagement, emotional regulation, and goal attainment.

• Support schools in ensuring restorative reentry and re-engagement following a behavioral incident or extended absence.

• Deliver individualized coaching in classrooms to help teachers integrate SEL practices into the design of instruction and content when requested

• Encourage the development of SEL skills in adults through applied practice and opportunities to reflect in partners or small groups - through staff meetings or professional development

• Coordinate and deliver resources to school buildings to promote students’ social-emotional learning.

• Coach and support Special Education and Educational Assistants for:

• implementing evidenced based specially designed instruction especially focused on social/emotional needs of students

• Co-planning with grade level teams for the implementation of access points to support all learners including those with academic and behavioral needs

• Co-develop acute and long-term support plans for students with intensive behavioral needs with school teams and families.

• Provide resources to families for supporting emotional regulation and social skills at home.

Education and/or Experience:

• Preferred to hold a current Wisconsin Professional Special Educator License K-12 

• Open to school psychologist, school counselor, school social worker with experience in special education

• School-based students services and/or community mental health knowledge

• Knowledge in a variety of strategies for supporting students with mental health and behavioral challenges.

• At least 5 years experience and leadership in serving schools in supporting students with intensive mental health/behavioral needs is preferred 

• Demonstrated knowledge of assessments such as the suicide risk assessment, threat risk assessment and in coordination with building teams develop and implement safety and behavior intervention plans 

• Evidence of and ability to articulate commitment to equity-focused work

• Knowledge and experience in teaming at the school level to develop and monitor multi-tiered systems and practices

• Evidence of strong understanding of use of data within an eMLSS system

• Evidence of exceptional organizational and leadership skills

• Evidence of exceptional interpersonal and communication skills

• Commitment to the goals and inclusive vision of the district focused on belonging, math, and literacy

Language Skills: Excellent communication skills to work effectively with educators, administrators, and other staff.  Must be able to read, document and present information clearly to individuals and also in group settings. 

Competencies:

• Cultural Competence

• Data Proficiencies

• High Expectations for Every Student

• Commitment to Inclusive Instructional Practice

• Resilience & Results Orientation

• Self-Awareness & Growth Mindset

• Student & Family Engagement

• Restorative Practices

• Leadership in Team Collaboration through modeling and mentoring

Physical Requirements: 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. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is regularly required to stand; walk; sit; reach with hands and arms. The position requires some periods of standing while teaching/training.  The employee frequently lifts or moves objects weighing up to 10 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Environment:  This job operates in a professional indoor environment. This role routinely uses standard office equipment such as computers, phones, and printers/scanners.  This position will have frequent interactions with persons who are often working with children and is required to drive to conduct work.   

Other Duties:  Please note this job description is not designed to cover or contains a comprehensive listing of activities, duties or responsibilities and activities may change at any time with or without notice.

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. 

 

Studies have shown that women and people of color may be less likely to apply for jobs unless they meet every one of the qualifications listed. We are most interested in finding the best candidate for the job. We would encourage you to apply for a job at SASD even if you don’t meet every one of our qualifications listed. We know that confidence-gap and imposter syndrome can get in the way of meeting spectacular candidates, so please don’t hesitate to apply — we’d love to hear from you!

The Stoughton Area School District does not discriminate in employment on the basis of age, race, religion, color, sex, national origin or ancestry, handicap, physical condition, developmental disability, arrest or conviction record, sexual orientation, marital status or military participation.