Social Emotional Learning (SEL) Interventionist PAWS

Title of Position:

Social Emotional Learning (SEL) Interventionist

Location:

PAWS Academy

Hildreth Building

Salary:

Placement on theTeachers Salary Scaleaccording to education and experience.

Organizational Relationship or Line of Authority:

Directly responsible to theDirector of PAWS and Supervisor of Social Emotional Learning.

Employment Type:

Full-Time

PAWS Academy at Hildreth

This is an opportunity to be part of a new school

The PAWS Program (Perseverance Achievement Wellness and Success) is a public day special education therapeutic educational school setting serving K8 students whose behavioral and social-emotional needs significantly impact their learning. PAWS provides a safe highly structured and supportive environment where staff implement individualized evidence-based interventions to build students self-regulation social skills resilience and academic engagement. Through strong collaboration with families and school teams PAWS staff support students in developing perseverance strengthening wellness and achieving meaningful academic and social success with the ultimate goal of helping students grow and transition successfully within their school communities.

Role Description:

The SEL Interventionist will provide instruction training and resources to facilitate the use of social-emotional learning across classrooms and the broader school community. This includes but is not limited to increasing staff and student knowledge and application of the core competencies of social-emotional learning: self-awareness self-management social awareness relationship skills and responsible decision-making.

The SEL Interventionist supports students social-emotional relational needs through trauma-informed restorative and relationship-centered approaches.

This position combines expertise in student-centered intervention with restorative practices to promote a safe inclusive and supportive school environment. The specialist will assess student needs support the implementation of individualized student support plans facilitate restorative circles and interventions and provide coaching to staff in proactive equitable responses to student needs.

This role functions as both a student support consultant and a restorative practices leader within a collaborative multidisciplinary school team.

Student Support & Intervention (Tier 2/3)

• Assess student social-emotional and behavioral needs using data (e.g. screeners referrals progress monitoring tools)
• Provide short-term skill-based interventions
• Track student progress and adjust interventions based on data and team input

Tier 1 SEL Systems & Instruction

• Support implementation of Tier 1 SEL curriculum and practices across classrooms
• Model and co-teach SEL lessons aligned with CASEL competencies
• Help build consistent school-wide practices that promote belonging regulation and student voice

Restorative Practices Leadership

• Facilitate restorative circles mediations and re-entry meetings
• Support staff in using restorative approaches to address conflict and repair harm
• Help build systems that shift from punitive to restorative responses

Other Duties:

• Perform additional responsibilities as directed by building Principal and Supervisor of Social Emotional Learning.

Qualifications:

• DESE teaching license in School Social Worker/School Adjustment Counselor School Psychology Special Education or other DESE licensure with significant education and experience in Social Emotional Learning.
• SEI Endorsement required.
• Masters degree in Social Work Counseling School Psychology Applied Behavior Analysis Education or Special Education or a related field preferred.
• Experience providing behavioral restorative and therapeutic support in educational or clinical settings required
• Strong knowledge of ABA trauma-informed care and mental health counseling practices.
• Excellent interpersonal documentation and crisis intervention skills.
• Bilingual (Spanish or Portuguese) preferred.
• Knowledge in Restorative Practices required.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race gender religion national origin color homelessness sexual orientation gender identity age or disability in its education programs services activities or employment practices.