SUMMARY: The Social Emotional Learning (SEL) Coach will support student growth in social-emotional competencies and help maintain a positive school climate and culture. They will collaborate with the administration to assess, develop, and implement district and school-wide initiatives to address social-emotional wellness. As a coach, they will provide professional learning in evidence-based social-emotional and equity practices, and facilitate the analysis of climate and culture data, as well as student social-emotional data. They will work to ensure SEL is integrated into instruction and daily practices aligned with the district’s SEL and Equity strategic plan and will provide direct support through student-centered coaching cycles with teachers in the design and implementation of SEL support at Tier I, Tier II, and Tier III.
Salary: $43,350.73 - $81,769.12 (SY25/26)
Lewiston Public Schools offers a robust employee benefits package for full-time employees, including: health insurance with up to 85% of the premium paid by the employer; dental, vision, life, short- and long-term disability insurance; flexible spending and dependent care accounts; Maine Public Employee, 403(b) and 457 retirement plans; 15 paid sick days per year; tuition reimbursement and more!
ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned.
- Design and lead high-quality, engaging SEL and equity professional learning opportunities for educators within culturally responsive, trauma-informed practices, responsive classroom practices, PBIS, restorative practices, and the RULER approach.
- Collaborate with district and school teams at each tier of MTSS to design and implement instruction/interventions/progress monitoring tools to encourage students to build self-awareness, social awareness, self-management, responsible decision-making, and relationship skills.
- Collaborate with teachers, administrators, counselors, parents, outside agencies and other support staff to understand individual student needs through behavioral observations, design of trauma-informed, strength-based behavior intervention plans and the design of data collection systems for progress monitoring of student growth.
- Participate in the district SEL leadership team and provide school-level implementation of the district framework for SEL and Equity.
- Engage in student-centered coaching cycles to help teachers integrate evidence-based SEL strategies and interventions to create safe, inclusive, and respectful classrooms with diverse populations of students.
- Support and encourage the development of emotional intelligence with staff through coaching cycles and professional learning opportunities.
- Maintain, analyze, and report on district and school-wide data related to SEL, school climate, and culture (i.e, Panorama data, SRSS, attendance data, discipline data, equity surveys) to promote continuous improvement of coaching and SEL student outcomes.
SUPERVISORY RESPONSIBILITIES:
None
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
- Bachelor’s degree and 3+ years teaching experience in an educational setting.
- Be able to maintain a state licensure for teaching, school counseling, social work or a related field.
- Deep knowledge of SEL competencies, positive behavior supports, crisis intervention, knowledge of trauma informed practice, curriculum, restorative practice, responsive classroom and learning frameworks.
- Demonstrate an ability to work effectively and collaboratively with diverse students, staff and community populations.
- Maintain the integrity of confidential information relating to students and families.
- Experience developing and leading professional development
- Experience working with students with exceptional needs, including those who may display challenging behavior.
- Strong interpersonal skills and oral/written communication skills
- Proficiency in data analysis and computer competencies.
LANGUAGE SKILLS:
- Ability to communicate clearly and effectively
- Ability to complete graduate level assignments including written assignments and reading of professional literature
MATHEMATICAL SKILLS:
- Ability to present and analyze school data
- Knowledgeable in the use of technology for instruction, data analysis, and presentations
REASONING ABILITY:
Ability to define problems collects and analyzes data, establish facts and draw valid conclusions.
OTHER SKILLS and ABILITIES:
Ability to operate equipment including but not limited to photocopying machines and computers. Ability to assume responsibility for supervising students, understand and carry out oral and written instructions. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and School Committee policies.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand, walk, and sit. The employee is occasionally required to use hands to finger, handle, as to operate office equipment; reach with hands and arms; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
Lewiston Public Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.