Academic and Restorative Coach (TOSA) - Hastings High School

General Description

Provide specialized support for students experiencing behavioral, social, emotional, and/or academic challenges within the school environment. This position works closely with building administration to intervene with student behavioral concerns, provide supervision and support during temporary removals from the classroom, and implement restorative practices that help students successfully return to learning. Responsibilities may include coordinating in-school suspension and intervention supports, supervising lunch detention, facilitating restorative conversations, building positive relationships with students, and partnering with staff to restore harm and strengthen school connectedness. In addition, this position will collaborate with teachers and a dedicated general education academic paraprofessional to ensure students remain engaged in learning while receiving behavioral interventions and support.

Responsible To

Building Principal

Support for Students in Partnership with Teachers and Administration

• Collaborate with building administration and teachers to provide timely interventions for students demonstrating behavioral, social, emotional, and/or academic challenges.
• Provide supervision and structured support for students assigned to in-school intervention, in-school suspension, lunch detention, or other administrative behavioral supports.
• Assist students in maintaining academic progress while temporarily removed from the classroom by coordinating assignments and providing academic support.
• Develop positive, trusting relationships with students through proactive mentoring, coaching, and regular check-ins.
• Facilitate restorative conversations between students, staff, and peers to repair relationships, restore trust, and promote accountability following behavioral incidents.
• Support students in developing self-regulation, problem-solving, conflict resolution, and decision-making skills.
• Assist in developing, implementing, and monitoring individual behavioral intervention plans and restorative action plans.
• Partner with teachers and support staff to identify barriers to student success and implement strategies that improve student engagement and classroom participation.
• Collaborate with counselors, social workers, special education staff, and other student support personnel to coordinate interventions and services.
• Participate in PLCs, student support meetings, MTSS meetings, and staff meetings to assist in identifying students requiring additional behavioral or academic support.

Support for Teachers & Staff

• Serve as a resource for teachers in implementing proactive classroom behavior strategies and restorative practices.
• Partner with teachers to develop and implement behavior supports that maximize instructional time while maintaining positive classroom environments.
• Assist teachers with student re-entry planning following behavioral incidents or extended absences.
• Support staff in de-escalation techniques and effective intervention strategies when appropriate.
• Collaborate with administration to monitor behavioral trends and recommend preventative interventions.
• Provide professional learning opportunities related to restorative practices, relationship-building, and student engagement.
• Assist with the development of resources that promote positive behavior supports and restorative approaches throughout the building.

Essential Functions

Successfully accomplish the job responsibilities associated with the Academic and Restorative Coach position while promoting a safe, respectful, and supportive learning environment for all students.

Judgment Required

• Ability to determine, prioritize, schedule, and complete complex job assignments and projects without supervision and within the time allocated.
• Ability to operate independently and effectively while following established procedures and protocols.
• Ability to anticipate and/or recognize problems and/or complications and to determine and implement practical corrective solutions to problems and issues.
• Ability to work with racially, culturally and economically diverse populations of students and families.
• Ability to demonstrate critical thinking skills when completing unique or complex job assignments.
• Ability to determine what is confidential and proprietary information and how to use that information in a proper manner.
• Ability to communicate positively about the school district at all times.

Professional Responsibilities

• Establishing and maintaining effective and professional relationships with students, peers, and parents.
• Demonstrating effective written and oral communication with parents/guardians that displays cultural sensitivity.
• Displaying positive leadership and making substantial contributions at both the building and district level on projects, initiatives, and curriculum improvement.
• Seeking out professional development opportunities and applying knowledge of current research and theory to instructional programs.
• Collaborating with others to improve professional practice and student achievement.
• Caring for assigned district resources, equipment, and materials and reporting concerns regarding facility and equipment to designated supervisors.
• Being knowledgeable of and adhering to all procedures and practices prescribed in the Teacher, Student, and/or Parent Handbooks.
• Understanding and practicing School Board policies and to adhere to federal and state laws that apply to his/her job assignment.
• Performing all other duties and responsibilities as assigned by the building principal or district administrator.

Required Qualifications

• Bachelor's degree in educational field.
• Licensed by the State of Minnesota to teach at the assigned grade level and academic area.
• Relevant experience to position.
• Administrative licensure preferred.
• Any other qualifications the Board of Education may deem necessary and desirable for the specific assignment.
• Proven success working collaboratively with other employees, supervisors, parents, and students.
• Relevant experience working with students related to developmental level.
• Exemplary written, oral and interpersonal communication skills.