2022-23 SEL Specialist - Horizon HS
SEL Specialist - Social and Emotional Learning Specialist
Location: Horizon High School
Start Date: 7/28/2022
The SEL Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program. In addition, the SEL Specialist works directly with identified students to adopt behaviors that substantially increase their academic performance. Under the supervision of the building principal and district representative, the SEL Specialist will provide diversified strategies and activities specifically designed for targeted students.
This job reports to Site Administrator
- Ability to analyze behavior, collaborate with adults, and develop positive relationships with students.
- Possess skills in data collection, development of effective intervention plans, and implementation of positive behavior interventions and supports.
- Evidence of experience and participation in professional development that supports the behavior development in students.
- Master’s Degree in counseling, social work, education, psychology, or a related field with an emphasis in behavior.
- School experience.
- Two years of experience working with students with behavior related issues.
- Current in Non Violent Crisis Intervention training.
- Comprehensive knowledge, understanding of and commitment to social and emotional learning (SEL).
- Strong rapport with children, young people, and adults.
Essential Job Functions
The SEL Specialist sets goals for behavioral changes, monitor the student, assess progress, and modify behavioral plans if necessary. In crisis situations, a SEL Specialist designs a plan to address any immediate dangers or threats and also determines the necessity of long-term treatment.
- Direct instruction of SEL lessons and support of implementation of SEL curriculum
- Small group social, emotional and behavioral skill instruction with targeted needs identified students
- 1:1 social, emotional and behavioral skill instruction with intensive needs identified students
- Support student re-entry to classrooms and school by facilitating restorative practices
- Assist in development of interventions, functional behavior assessments and behavior plans for the purposes of providing a safe and effective educational environment for students who are not experiencing behavioral success.
- Conduct conflict resolution and peer mediation sessions.
- Review behavior referrals and data reports.
- Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
- Help students set goals for behavioral changes, monitor and assess progress, and modify plans if necessary.
- Assist in crisis situations and provide de-escalation supports to minimize immediate dangers or threats and determine need for long-term treatment.
- Participate in building level and/or grade level meetings, as appropriate.
- Consult with school social worker, counselor, and teachers.
- Observe students in their educational environment, analyze existing data and conduct preference assessments to increase student success.
- Facilitate team meetings that design Behavior Interventions Plans; address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
- Work with individual teachers, groups of teachers and/or the entire staff on issues such as crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
- Promote highly specialized positive behavior interventions in which "at risk" students thrive with behavior instruction that is explicit, intensive, accelerated and provides ample practice.
- Provide recognition of a variety of student accomplishments and positive behaviors.
- Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
- Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
- Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
- Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
- Provide leadership to others through example and sharing of knowledge/skill.
- Perform other duties as assigned.
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; repairing and maintaining accurate records; applying curriculum and instructional techniques.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques, methods of instruction.
ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job- related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; meeting deadlines and schedules; working as part of a team; adhering to all school and district policies and procedures.
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services.
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 10% sitting, 40% walking, and 50% standing. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness.
Experience: Job related experience is desired.
Education: Bachelor's degree in a job-related area.
Required Testing Certificates and Licenses
AZ Teaching Certification, Social Worker License or Counselor Certificate or Master's Degree in Counseling
Continuing Educ./Training Clearances
Criminal Background Clearance
Valid Arizona IVP Fingerprint Clearance Card
Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources.
Job Contact Information
Friday, April 29, 2022 12:00 AM
(Mountain Standard Time)