Position:

Student Support Specialist

Reports to:

Principal Elementary

Contract:

200 Days

Salary Scale:

Teacher Salary Scale

FLSA Status:

Exempt

Revised:

04/2021 04/2022

POSITION SUMMARY:

The Student Support Specialist will provide on-site coaching instruction and restorative practices to promote positive social skills self-management/efficacy and personal growth. The employed practices are geared to improve the outcomes of students staff and families in the school community and to provide school-wide support of a restorative trauma-responsive approach that centers relationships that honor each member of our community. Support will be provided to faculty and staff by offering consultation and professional development in restorative practices in the classroom and strategies of conflict transformation. On-site service delivery and system-wide implementation at each school will include services to build community repair harm and develop social-emotional competence. The Student Support Specialist will also provide direct intervention to assist students in remaining in the classroom for learning.

QUALIFICATIONS:

1. Graduate from an accredited college or university with a Bachelors degree in education psychology social work sociology or a related field (Masters Degree in Counseling or Restorative Justice is preferred).
2. Experience working with individuals and families from diverse racial ethnic and socioeconomic backgrounds.
3. Familiarity with racial equity and inclusion frameworks.
4. Deep knowledge of instructional practices that promote supportive learning environments that build social and emotional skills
5. Theoretical and practical understanding and commitment to restorative values principles and practices
6. Familiarity with SEL Standards and evidence-based approaches for SEL in the classroom (e.g. Second Step PATHS Advisor Facing History and Ourselves Responsive Classroom Developmental Designs CHAMPS PBIS etc.)
7. Knowledge of best practices in Multi-Tiered Systems of Support to meet students social and emotional needs
8. Knowledge of adult learning styles and best practices for coaching and providing feedback
9. Ability to develop respectful professional relationships build trust with teachers students and families.
10. Cultural competency and ability to navigate and promote sensitivity with issues of race and equity
11. Ability to coordinate and collaborate with diverse groups of professionals across multiple departments and organizations
12. Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously
13. Strong analytical time management organizational and interpersonal skills
14. Passion and urgency for the critical role of SEL for improving the lives of students and families in Harrisonburg
15. Excellent written and verbal communication skills and the ability to present to diverse audiences specifically racially ethnically and socioeconomically diverse communities to foster professional relationships and express and/or exchange ideas.
16. Proficiency in the use of a variety of office equipment and technology with experience using Microsoft Office Google Workspace email and information system applications.
17. Proficiency in public speaking and written communication to express and/or exchange ideas.
18. Emotionally mature objective and sensitive to people and their concerns. Able to handle responsibility work independently and maintain collaborative working relationships with students coaches families school and mental health counselors behavior specialist administration and other school staff.

ESSENTIAL FUNCTIONS:

• Direct Service

1. Provides accountability coaching to students who have caused harm and provide support to others impacted identifying their needs and empowering them in the justice/discipline process.
2. Responds to referrals to determine appropriate restorative responses and SEC education.
3. Prepares participants and facilitates restorative dialogues conferences and restorative circles in the aftermath of harm (staff-student student-student staff-staff staff-family)
4. Follows up on restorative processes in a timely manner to ensure that all agreements are upheld.

• Program Coordination and Development

1. Coordinates peer to peer peer to staff peer to family family to staff staff to staff interactions and data collection.
2. Collaborates with administration students families and staff to improve current programming and develop new opportunities for service delivery.
3. Maintains and builds professional relationships with regional schools community partners and other key stakeholders.

• Consultation and Implementation Planning

1. Works collaboratively with site leadership and implementation teams to develop multi-year implementation plans.
2. Coordinates implementation teams and engages stakeholder voices to implement plans and activities.
3. Provides consultation and support around the implementation plan policy and system changes and aligning building culture with restorative practices and SEL in classrooms.
1. Takes all necessary and reasonable precautions to protect students staff equipment materials and facilities.
2. Maintains appropriate state licensure; assumes responsibility for and participates in staff development (professional growth) and training to keep materials supplies and skills up-to-date.
3. Follows appropriate safety procedures and properly maintains equipment.
4. Responds to telephone email and in-person requests inquiries and questions in a professional polite and responsive manner.
5. Serves as a role model by developing and effectively maintaining professional boundaries with students and staff at all times. Ensures respect for the ethical and legal duties in the staff-to-student relationships.
6. Serves as a role model for others as an educational leader by demonstrating good attendance punctuality appearance demeanor dress and behavior.
7. Actively participates in and attends all required meetings.
8. Maintains confidentiality in all matters.
9. Models professional moral and ethical standards as well as personal integrity in all interactions including non-discriminatory and cultural inclusion practices by respecting the worth dignity and individual beliefs of others.
10. Is familiar with and abides by School Board policies regulations and school procedures.
11. Performs other duties as assigned by the Principal and/or the Chief Officer for Student Support.

PHYSICAL DEMANDS / WORK ENVIRONMENT:

Light work lifting up to 25 pounds occasionally and/or up to 10 pounds frequently. Regular travel throughout the school and effectively interact with students staff and community members. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data determining the accuracy and thoroughness of work and observing general surroundings and activities; and subject to inside and outside environmental conditions. Regular contact with staff members and students is required. Not substantially exposed to adverse environmental conditions.

EVALUATION:

Performance will be evaluated in accordance with school board policy and administrative regulations on the evaluation of personnel.

The above is intended to describe the essential functions of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of the duties responsibilities and requirements of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions and meet the demands of this position.

Required Experience:

Unclear Seniority