Secondary Resilience Coach - #1977102
Homer Community Schools
City: Marshall, MI
Contract type: Contractor
- JobID: 8469 Position Type:
Student Support Services
Battle Creek Public Schools
Battle Creek Public Schools - website Battle Creek Public Schools
POSITION: Secondary Resilience CoachSUPERVISOR: Student Support Coordinator
CONTRACT: 10 MONTH CONTRACT
This position is responsible for providing classroom and school team consultation, leadership coaching, professional development, and coaching to implement a trauma informed approach and ensure successful program implementation at four participating schools. This position works with administrative, instructional, and non-instructional staff to develop a holistic approach that emphasizes emotional wellness for staff and students. They also work to improve the overall school climate by implementing trauma-informed systems to reduce retraumatization, promote student and staff resilience and increase positive academic and non-academic outcomes for students. The coach provides critical thought-partnership, professional development, facilitation and consultation to school staff to support the school’s development of mindsets, systems, practices, strategic planning, interventions and partnerships needed to effectively develop trauma-informed schools and systems that support student and staff well-being and resilience.
The Resilience Coach (RC) should have a healthy understanding and appreciation for trauma, and its impact on students, staff and the community at large. More importantly the RC should understand and have the ability to teach others about the impact of trauma on behavior and learning as well as how resilience factors are protective.
Relationship building is the right arm of the RC. If possible, the RC should meet with staff prior to the start of the school year to forge genuine relationships and open the door for communication. This can be accomplished by attending training(s) or team building events. When school begins, the RCs should visit every classroom and introduce themselves to the class. Inform the students that their role is to help in the assistance of establishing a safe and fun learning environment where they can flourish.
The RCs should immerse themselves into every operation of the school. The person assigned to this position will observe, interact, model and engage in on-the-spot coaching of teachers. Key areas of support might include lunchroom procedures, hallway transitions, recess, ISS, student success rooms, homerooms, electives, and SST meetings (every aspect of school).
Work collaboratively with the school staff and community partners to implement a comprehensive trauma-informed approach to address both preventative and responsive measures for students and staff.
Oversee the Student Success Specialist and the implementation of the Student Success Center
Design & facilitate dynamic, sequential professional development that supports consistent implementation throughout the school year to all school staff
Engage school administrators and staff in ongoing consultation and coaching that is reflective, responsive, supportive and contextual, and promotes sustainable trauma-informed mindsets, systems, practices and school-community partnerships
Provide individualized, classroom-based coaching to support teachers in building supportive relationships with students and in implementing and sustaining trauma-informed practices that promote student success and empowerment
Coach additional school personnel to support implementing and sustaining trauma-informed practices
Work with district, union, and school leadership staff to ensure that policies and procedures reflect an understanding of the role of trauma in student behaviors
Design and lead monthly in-person site visits for each site
Oversee Positive Behavior Intervention Support implementation for each school site
Facilitate ongoing technical assistance for assigned school sites via virtual and written communication
Experience developing and facilitating professional development trainings.
Ability to apply adult learning principles when coaching school-based professionals
Knowledge and proven experience in effectively providing teacher consultation, classroom coaching, and/or leadership coaching
Knowledge and awareness of trauma (social, historic, behavioral and how it relates to school culture), resilience, adverse child and community experiences, school climate, school mental health frameworks (PBIS, MTSS), and Social Emotional Learning concepts
Demonstrated success in working with students and families of diverse backgrounds
Ability to quickly establish and maintain cooperative and effective professional relationships, build trust in a limited time, and engage with a broad range of school-based staff and community partners around building a trauma sensitive culture
Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building
Cultural awareness and ability to navigate and promote sensitivity with issues of race and equity and knowledge of racial equity and racial justice in the context of public education
Excellent communication and interpersonal skills with the ability to communicate clearly and concisely, both orally and in writing, to a broad range of audiences
Comfortable using tools and methods to optimize support for a remote staff (distance learning technologies, creative use of video, virtual meeting technologies, etc.)
Excellent project management skills, ability to balance multiple priorities with proven ability to anticipate challenges, solve problems and maintain a calm demeanor in high-pressure situations
Strong analytical, time management, organizational and interpersonal skills
Knowledge and/or experience with change management as it relates to positive organizational change
Instructional or leadership coaching experience preferred Prefer experience in urban schools or settings
Prefer Cognitive Coaching and/or Adaptive Schools trained (or similar)
Bachelor’s Degree required; Master’s Degree in Education or Social Work fields preferred
Preference will be given to individuals with teaching experience
Licensing and Certification Requirements:
- Daily driving could be required, must provide own vehicle, valid Driver's License and proof of full vehicle insurance coverage
All Internal and External interested and qualified candidates are to complete the External on-line application at www.battlecreekpublicschools.org/departments/humanresources under "view all open positions" and click "Apply". Included with the on-line application, candidate must electronically submit a completed, updated resume, up-to-date college transcripts listing all graduate and undergraduate courses, proof of certification(s) and a letter addressing all the items under "Qualifications".
SCHOOL SAFETY CLEARANCE: The successful candidate will be subject to a fingerprint and background check as a condition of employment. All fees required for this check (estimated $73.00) will be the responsibility of the successful applicant.
The Battle Creek Public School District is an equal opportunity employer and will not discriminate on the basis of race, color, handicap, sex, age, religion, national origin, weight, height, or marital status in its employment practices.
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