Discipline Equity Coordinator (8824)

2026 - 2027 School Year

1.0 FTE

215 days / 8 hrs per day

This position will remain open until a qualified applicant is selected.

This is a Continuing Position.

Evergreen Public Schools (EPS) offers the following to eligible employees who work at least 630 hours in a school year:

• Medical dental vision basic long-term disability basic life and AD&D insurance through School Employees Benefits Board (SEBB).For additional information clickEPS Benefits Information.
• Employees may also be eligible to participate in FSA DCAP HSA FPFSA (w/HDHP) and other supplemental benefits.

Employees may be eligible for employer-employee funded retirement benefits through Department of Retirement Services (DRS).

EPS offers paid holidays and paid time off including but not limited to sick vacation personal religious and bereavement leave.

We appreciate your interest in employment with Evergreen Public Schools. The most qualified and competitive applicant(s) that possess directly related experience and expertise training and education may be invited to participate in the interview/selection process. As part of the selection process the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation including fingerprints Click here forFingerprinting Services.

Failure to submit a full application package will result in disqualification.

STANCE STATEMENT:

Evergreen Public Schools are committed to eliminating the predictability of outcomes by demographic group and we strive to be a diverse community of schools that provides each member with the opportunities access resources and support they need to be successful. With this in mind our goal is to recruit hire and retain employees of all racial ethnic/cultural and national backgrounds who will bring their unique talents and skills into our educational institution to encourage students to thrive academically. Our district aims

to provide an equitable and mutually supportive learning and working environment for all students and staff to succeed in a racially and culturally diverse local national and global community.

SUMMARY STATEMENT:

The Discipline Equity Coordinator supports the development of equitable inclusive and student-centered discipline systems across the K12 continuum. This role focuses on reducing disproportionality in disciplinary outcomes by analyzing data monitoring trends and guiding the implementation of restorative practices preventative behavioral frameworks and culturally responsive approaches.

The coordinator collaborates with school leaders staff students families and the community to ensure fair consistent discipline policies and practices provides professional learning on implicit bias and restorative justice and helps build systems that prioritize accountability belonging and student growth over exclusionary responses.

ESSENTIAL FUNCTIONS:

• Analyze discipline data to identify patterns of disproportionality across student groups grade levels and school sites; support schools in developing and implementing responsive action plans to address disparities and systemic barriers.
• Lead and support the implementation of restorative practices PBIS (Positive Behavioral Interventions and Supports) and other trauma-responsive practices across K12 settings.
• Provide professional learning and ongoing coaching for staff and school leaders on culturally responsive practices implicit bias equitable discipline strategies and restorative approaches.
• Support schools in reducing reliance on exclusionary discipline practices (e.g. suspensions and expulsions) and increasing the use of restorative instructional and relationship-centered responses.
• Partner with administrators deans and district leaders to ensure alignment and consistency of discipline systems across schools while supporting site-specific needs.
• Collaborate with students families and community partners to incorporate diverse perspectives and strengthen trust in discipline policies and practices.
• Monitor and evaluate the effectiveness of discipline initiatives; provide regular reports recommendations and progress updates to district leadership.
• Ensure compliance with district state and federal regulations related to student discipline and civil rights protections.
• Support the development of safe inclusive and culturally responsive school environments that promote belonging and positive student behavior.
• Navigate sensitive conversations related to race identity and equity with professionalism and care
• Maintain confidentiality and exercise sound judgment in complex situations
• Build strong relationships and establish credibility with school leaders staff students and families
• Other duties as assigned

QUALIFICATIONS:

• Bachelors degree required; Masters degree in Education Social Work Counseling or related field preferred.
• Washington State administrative credential preferred
• Minimum of five (5) years of experience in education (teacher administrator counselor student services school discipline behavioral support)
• Demonstrated knowledge of restorative practices PBIS and culturally responsive pedagogy.
• Experience analyzing and interpreting data to inform decision-making and systems improvement.
• Strong facilitation and professional development skills.
• Ability to build relationships across diverse groups and navigate complex sensitive issues.
• Commitment to advancing equity and improving outcomes for historically underserved student populations.

KNOWLEDGE SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

1. Knowledge/awareness of own cultural identity and how this influences behavior and desire to learn about the cultural identity of others.
2. Nurtures a positive school environment that celebrates respects and values diversity where teaching and learning are made relevant and meaningful to students of various cultures.
3. Initiates activities and discussions that lead to increased cultural competence of staff informing and expanding teaching practices within classrooms.
4. Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
5. Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
6. The ability and desire to establish positive relationships with persons regardless of race gender physical limitation sexual orientation or religious belief with an active commitment to equal opportunity for all persons.
7. Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.

Nondiscrimination Statement:

Evergreen Public Schools does not discriminate in any programs or activities on the basis of sex race creed religion color national origin age veteran or military status sexual orientation gender expression or identity disability or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination:

Required Experience:

IC