Reset Coordinator (Grades: 9-12)

Reports to: Principal

About the role

The redesigned center is an alternative for students requiring behavioral supports. This program incorporates intervention strategies that teach students more appropriate ways to deal with their behaviors and decision-making processes. These strategies include increased self-control, social-emotional learning (SEL), restorative practices, problem-solving skills, and replacement behavior supports. Students are also provided time for academic assignments, allowing them to stay current with their regular classwork.

The Reset Coordinator will use classroom management strategies, staff support, counselors, and verbal skills to provide the environmental supports needed to maintain consistency, respect, and support for students. The goal of the program is to provide interventions that enable students to return to their classrooms with completed assignments, a positive plan of action, and new skills to avoid inappropriate behaviors.

The coordinator must effectively communicate in both oral and written formats, solve problems, and respond in a calm and organized manner. Knowledge of mental health conditions and appropriate interventions is essential.

Responsibilities

• Oversee the center and supervise students referred to the program.
• Establish high standards and expectations for all students to accept responsibility for behavior.
• Maintain an atmosphere where students are expected to participate and stay engaged in appropriate activities.
• Lead students in activities promoting physical, mental, and social development, as well as school readiness.
• Confer with students individually and/or in groups to modify unacceptable behavior and emphasize positive skills.
• Coordinate individualized and small-group instruction to adapt the curriculum to students' needs.
• Provide academic instructional assistance and encouragement while organizing class time for a balanced program of instructional support, demonstration, work time, and assessment.
• Implement lesson plans that fulfill the requirements of the district’s curriculum program and show written evidence of preparation.
• Provide a nurturing, supportive, and positive classroom climate that encourages student responsibility using positive motivation, clear routines, challenging instructional strategies, restorative practices, SEL, and other effective classroom management techniques.
• Identify student needs, make appropriate referrals, and develop strategies for individual education plans both inside the center and in regular educational settings.
• Keep accurate records of student attendance, behavior, and progress, and document all student and parent contact and session notes.
• Collect data required by the program and assist with reporting in a timely manner.
• Attend and participate in staff development and training sessions, and serve as a trainer for campus staff on behavior management and SEL strategies.
• Clarify the purpose, goals, and policies of the center for teachers, parents, and volunteers.
• Ensure the safety of all students, notifying administration of any unsafe conditions and following established procedures.
• Work with classroom teachers, administrative staff, general school staff, and parents to tailor services for students’ specific needs, including academic completion, behavioral intervention, parent contact, and individual/group support.
• Consult with teachers daily and make appropriate reports regarding student progress and assignments.
• Provide on-site check-ins and interventions to prevent crises and respond when situations arise during the school day.
• Collaborate and coordinate with SEL partners and attend collaboration and coordination meetings.
• Embrace and support staff in implementing the philosophy of Trauma-Informed Care.
• Exercise authority in addressing student-related problems and provide guidance and discipline plans.
• Coordinate short-term, crisis, individual, and group counseling for referred students or groups.
• Assist school staff with intervention strategies and techniques regarding discipline problems.
• Provide referral information to students and families regarding in-district and out-of-district resources.
• As part of the campus leadership team, assist in developing the campus behavior management plan, including leading sessions on effective behavior management strategies.
• Work with the campus community liaison or parent point of contact to ensure families are aware of available resources.
• Actively participate in the Student Support Team (SST).
• Work with the campus counselor to ensure students needing credit recovery are enrolled in appropriate programs.
• Design and deliver campus-based training that incorporates the campus culture, climate, vision, and mission.
• Lead a campus coalition to ensure student behavior needs are met.
• Work closely with the Campus Behavior Coordinator to address campus concerns related to off-track behaviors and ensure all staff work as a team to change behaviors.
• Identify and set goals related to positive interventions and increases in positive behaviors.
• Perform all other tasks and duties as assigned.

Requirements

• Bachelor’s degree in a related field; LMSW or LCSW preferred.
• Two years’ experience working with students in an urban environment.
• Demonstrated knowledge of procedures for assessing emotional and behavioral functioning for educational purposes.
• Demonstrated competence in consultation skills, family system intervention, crisis intervention, and the referral process.
• Demonstrated competence in crisis management.
• Demonstrated knowledge of core content courses, MTSS processes, positive behavior classroom discipline/management, and implementation of the district’s Student Code of Conduct.
• Proven experience working with children with social and emotional learning needs.
• Knowledge of youth development strategies.
• Ability to motivate youth and handle behavior problems.
• Ability to work with youth and families from a variety of backgrounds.
• Proven ability to work independently and as a contributor to a team.
• Exceptional interpersonal skills, as well as strong verbal and written communication abilities.

Physical Demands

• Regularly required to sit; use hands to finger, handle, or feel objects, tools, or controls; and talk or hear.
• Frequently required to reach with hands and arms.
• Occasionally required to stand and walk.
• Must routinely lift and/or move up to 10 pounds.
• Specific vision abilities required include close vision, distance vision, and color vision.

Work Environment

The noise level in the work environment is usually moderate.