] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → SOCIAL EMOTIONAL LEARNING CURRICULUM IMPLEMENTATION COACH, TITLE I (GRANT FUNDED)

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Social Emotional Learning Curriculum Implementation Coach, Title I (Grant Funded)

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Teacher, Focus CODE: 1031 SQ/OQ: Not Applicable
WORKING TITLE: Social Emotional Learning Curriculum Implementation Coach, Title I (Grant Funded) GRADE: AD MONTHS: 10
SUMMARY DESCRIPTION OF CLASSIFICATION: Under the direction of the school principal and the director of the Division of Early Childhood, Title I, and Recovery Funds, plans and provides for strengthening and extending the school system¿s existing priority for supporting the underlying social and emotional needs of students as a critical component to their academic development. With a focus on the training and development of school staff, the social emotional learning (SEL) implementation coach supports staff in fostering the development and growth of social and emotional competence in students; conducts professional learning sessions and provides SEL implementation support to staff to increase student access to learning; and continuously monitors student progress in the areas of social emotional wellness, academic achievement and health and physical wellness. Collaborates with school staff and community partners to help mitigate the impact and effects of global or local cultural, social justice and/or health-related issues on children. Communicates and interacts with students, parents, staff and community as needed to ensure the proper supports are available to promote student well-being and the successful implementation of SEL curriculum. This is a grant-funded position.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of MCPS policies, regulations and procedures. Working knowledge of district-wide SEL curriculum, district academic curricula, district priorities for student and staff well-being, wellness initiatives and resources available for staff, students, and families. Knowledge of current global and local social justice and health-related issues. Strong leadership and presentation and problem solving skills. Ability to work effectively as part of a team or independently with staff, students, parents, community members. Ability to use a computer and other technological equipment. Excellent oral and written communication skills with the ability to speak effectively to large and small groups. Excellent human relations skills with the ability to establish good relationships with many different types of individuals and groups.
EDUCATION, TRAINING, AND EXPERIENCE: Bachelor's degree from an accredited college or university required. Degree or coursework in school counseling or school social work strongly desired. Experience as a teacher and/or counselor preferred. Experience implementing and supporting staff with implementation of SEL curriculum. Experience working with economically or racially underserved populations preferred.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements in appropriate field of education or a related field focused on student social emotional health and well-being.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Required to attend school meetings, programs and activities outside the instructional day as mandated by the MCEA agreement and parent engagement events as appropriate.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

1. Provides professional learning and professional resources to staff on student well-being, in collaboration with the staff development teacher and counselor.
2. Partners with the staff development teachers and counselor to ensure full implementation of SEL curriculum
3. Provides leadership and guidance to parents/families in understanding how supporting the emotional needs of students is critical to their academic achievement.
4. Provides resources to parents and families in support of student well-being.
5. Models lessons from SEL Curriculum for teachers, particularly new teachers.
6. Facilitates SEL lessons with small groups of students in need of intervention, enrichment, and/or acceleration.
7. Conducts parent sessions to demonstrate the use of home companion guides for each SEL lesson to support families in their efforts to develop student leadership potential at home.
8. Coordinates with classroom teachers, resource teachers, and counselor to integrate well-being supports for students.
9. Co-leads the well-being team to provide appropriate resources to students and appropriate supports for the well-being of the staff.
10. Serves on the leadership team to examine and analyze student well-being data; support the implementation of the Social Emotional Well-Being and School Climate portion of the school improvement action plan; and to advocate for students and families.
11. Collaborates with the school counselor to develop data-based protocols to identify students requiring individualized support (from preventative to intensive) across academic, social-emotional, health and family developmental domains.
12. Leads professional development and works strategically with multiple stakeholders to mitigate the residual effects of national/global health crises and social justice issues on the well-being of children, and families.
13. In collaboration with the counselor, connects students and families with community services and organizations to reach a multitude of intervention and wellness outcomes.
14. Collaborates with teachers and staff to implement county-wide wellness initiatives (i.e. Be Well 365, SEL curricula) and develops individualized services to help support the social emotional well-being and academic performance of students.
15. Supports students in their development of healthy coping skills that will help them navigate changing expectations and environments, manage ambiguity and process incidents related to health, social justice, and/or crises that impact the school.
16. Works with administrators, families and community members to organize immediate and follow-up discussions/actions/interventions in response to health, social justice and/or crises that impact the well-being of students and staff.
17. Seeks and obtains information from parents, educators and stakeholders to learn more about what challenges students are facing and collaborate with school leadership to identify and develop strategies that address these challenges.
Class Established: 8/2021
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.