Full job description Deadline: May 31, 2024
District/Organization: Saginaw Intermediate School District
Position/Type: Other, full time
Position Details Terms of Employment: Two (2.0) Full-Time Positions Start Date: ******** School Year Salary Per SIFT Collective Bargaining Agreement (Schedule A) Reports to: Director of Special Education Essential Job Responsibilities: Help general education students who are experiencing adjustment problems, by providing direct therapy as written in the mental health plan or by referring them to a community agency. Attend multi-disciplinary student support team meetings as necessary for general education students needing and/or receiving services. Utilize resources found in the school and community to meet the needs of general education students. Work with parents who need assistance in understanding child growth and child management techniques. Share with the school staff knowledge of child growth and development and principles of human behavior as they affect the child in the school setting. Help classroom teachers, administrators, counselors, and parents understand and plan for the social-emotional problems that general education student's experience. Assist in conducting in-service training programs for parents, teachers, and/or administrators on request. Provide Mental Health Support to struggling students within the school environment. 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. Design and facilitate dynamic, sequential professional development that supports consistent implementation throughout the school year to all school staff including professional and support staff members. Engage school administrators and staff in ongoing consultation and coaching that is reflective, responsive, supportive, and contextual while promoting sustainable trauma-informed mindsets, systems, practices, and school-community partnerships. Provide individualized, classroom-based coaching to support teachers in building supportive relationships with students while implementing and sustaining trauma-informed practices that promote student success and empowerment. Coach and support additional school personnel in implementing and sustaining trauma-informed practices at all locations through the school including, but not limited to, hallways, cafeterias, restrooms, buses, playgrounds, gymnasiums, etc.. Work with school leadership staff to ensure that policies and procedures reflect an understanding of the role and effect of trauma in student behaviors. Design and lead monthly in person site visits for each site. Facilitate ongoing technical assistance for assigned school sites via virtual and written communication. Participate in required evaluation activities associated with the project. Build the capacity of school sites to use data to inform school wide decision making. Skills, Knowledge, Abilities: Experience developing and facilitating professional development trainings and awareness of adult learning theories and 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 that 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 centered on building a trauma sensitive culture. Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building. Cultural awareness and the ability to initiate critical conversations and promote cultural sensitivity as it pertains to issues and knowledge of race, racial and social equity, and racial and social 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. 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. Qualifications: Master's Degree in education related field. Instructional or leadership coaching experience preferred. Cognitive Coaching and/or Adaptive Schools trained (or similar) preferred. LARA Licensed of any of the approved mental health providers listed below: A psychiatrist; A licensed master's level psychologist; A limited licensed master's level psychologist, under the supervision of a licensed master's level psychologist; A MDE credentialed master's level school psychologist; A licensed master's level marriage and family therapist; A licensed master's level professional counselor; A limited licensed master's level professional counselor, under the supervision of a licensed master's level professional counselor; A licensed master's level social worker; A licensed master's level school social worker; or A limited licensed master's level social worker, under the supervision of a licensed master's level social worker. Other job related training, experience, and/or qualifications may be considered. E-mail:
