Basic Job Function:

The Well-Being Advisors will play an essential role in implementing Social Emotional Learning, diversity and inclusion, and PBIS strategies to ensure a positive school climate that supports students’ behavioral, social, and emotional needs. As an advisor you will provide direct support to school leaders, teachers, staff, and students around the implementation, monitoring, and evaluation on social-emotional learning, including standards, curriculum, assessment, and professional development. You will work to ensure that SEL is integrated into instruction and daily practices aligned with the district’s Equitable – Multilevel System of Supports using the Positive Behavioral Intervention and Supports (PBIS) framework. Support will be to one high school and 2 middle schools Primary functions may include the following duties, responsibilities, skills, abilities and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

Minimum Qualifications:

• Bachelor’s Degree in social work, mental health or related field.

• Prefer candidate with a strong understanding of secondary school culture

• Experience working with youth from a diverse background

• Experience working in case management and connecting students and staff to community resources

• Strong belief in Restorative Practices and willingness to continue training

• Experience leading workshops and facilitating collaboration with groups of adults

Essential Duties and Responsibilities: Leadership:

? Work with district Director of Well-being and Alternative Programs and building administration/leadership to identify, select, implement and support agreed-upon evidence-based and promising SEL/behavioral/school climate practices within and across schools to promote clarity, fidelity and consistency across the district

? Advise building leadership teams on evidence-based practices, various SEL/behavior management issues and provide advice and guidance on pertinent SEL related policies and procedures

? Advise and assist in clarifying behavior expectations utilizing district PBIS matrix and lesson plans and student code of conduct to provide consistent and fair application throughout the schools and support the use of evidence-based SEL/behavior interventions

? Collaborate with central office and school leadership to ensure evidence-based, trauma-informed, school climate, social emotional learning (SEL), restorative practices and behavioral intervention strategies are integrated into schools’ professional learning plan, PLCs and Grade level collaboration

? Provide training, coordination, materials, and implementation support for the integration of SEL into the fabric of each classroom by identifying and embedding SEL curriculum, strategies, teaching, practice, reinforcement, intervention and evaluation into existing systems

? Provide high quality skills coaching to small groups of students.

? Provide assistance with de-escalating student behaviors and reintegrating students back into the classroom

? Use data to provide support to leadership teams and staff on areas of concern

? Collaborate with teachers, administration, and families to help identify best practices for individual and small groups of students

? Use identified research-based interventions focused specifically on individual student needs

? Maintain data-based documentation of continuous monitoring of student performance and progress

? Provide data to school teams and participate in decisions about student progress

? Communicate with teachers, administration, and families regarding student progress

? Assists with identifying students for placement in intervention groups

? Participate in meetings with teachers, administration, and families to discuss student placement and progress

? Provides input for program development

? Supports implementation of assessment tools and data management systems

Knowledge, Skills and Abilities:

? Knowledgeable of various classroom management strategies including PBIS

? Knowledge of FWCS policies and procedures

? Knowledge of and ability to implement de-escalation techniques

? Knowledge of and ability to implement behavior management techniques

? Skilled in effective listening and communication

? Ability to build and maintain effective relationships with school administrators, staff, students, and families

? Skills in organization, time management, multi-tasking

? Ability to multi-task the needs between multiple schools

? Knowledge of collaborative practices, team teaching practices, special education, co-teaching

? Ability to collect and analyze data

Physical Demands & Working Conditions:

Physical Demands – While performing the duties of this job, the employee is regularly required to speak and hear. The employee is required to have dexterity of hands and fingers. The employee is required to sit or stand for extended periods of time. They may be occasionally required to bend at the waist, kneel or crouch. Specific vision abilities required by this job include close vision, and ability to adjust focus. While performing the duties of this job the incumbent is seated or walking at will and must be able to push, pull, lift and carry over 25 pounds on occasion. Working Conditions – – Generally acceptable working environment with limited exposure to disagreeable elements. Exposure to such conditions may make working environment disagreeable or cause discomfort occasionally, but has minor impact on personal safety and/or mental wellbeing. Driving Requirement – This job description does require the incumbent to drive from building to building