Schoolwide Systems Coach - Black Hawk - 0.5 FTE - 26-27 SY

Minimum Annual Compensation: $53,525 (26-27 TE Salary Schedule) • Length of Contract: 192 days • Employment Type: Exempt

About the District

The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin, serving a beautifully diverse population of more than 25,000 students. More than half are students of color, almost half come from low-income households, nearly one third are English Language Learners, and more than 100 languages are represented in our schools. MMSD is committed to being anti-racist, culturally responsive, and inclusive, with a bold vision to ensure every school is a thriving school that prepares every student to graduate ready for college, career, and community.

About the Role

Under the general supervision of the School Principal, the Schoolwide Systems Coach catalyzes and sustains the development of equitable, engaging, and restorative learning environments across schools. This role serves as a strategic partner to building administrators and school-based leadership teams to coordinate and advance systems change related to adult practices, behaviors, values, beliefs, and biases that impact student experiences and outcomes. The position drives the implementation, consistency, and continuous improvement of schoolwide systems, ensuring practices are enacted with fidelity and lead to measurable improvements in student outcomes.

Responsibilities

• School-Wide Community & Belonging (30%)
  • Coordinate and support systems change with a focus on behaviors, values, beliefs, and biases that can inhibit or be a barrier to change.
  • Build trusting, equity-centered, identity-affirming relationships with students, staff, and families, and strengthen staff capacity to do the same.
  • Strengthen schoolwide and classroom systems and practices so students experience predictable, inclusive environments that support safety, belonging, and engagement.
  • Collaborate with principals and School-Based Leadership Teams (SBLT) to plan, implement, and monitor school-wide culture and climate systems.
  • Partner with Instructional Coaches and other school-based teams to align academic and behavioral supports.
  • Provide leadership, coaching, and support in the implementation and continuous improvement of the school’s or district’s Advisory Resource to promote connection, relationship-building, proactive behavior support, and student voice.
  • Partner with Instructional Coaches, Restorative Justice Coordinators (high school), ACP and AVID Coordinators, and On-Track/MTSS teams to tightly align and deliver academic and behavioral supports that drive college, career, and community readiness for all students.
  • Lead professional learning and job-embedded coaching focused on the implementation of the district's universal framework for culture and climate, including restorative practices, proactive behavior practices, and culturally responsive engagement strategies.
  • Develop and monitor communication plans that engage staff, students, families, and the community in school-wide initiatives.
  • Facilitate restorative circles and mediation processes.
  • Coach administrators and staff on the implementation of the Behavior Education Plan and Anti-Bullying Policy.
  • Support staff in designing and using alternatives to suspension and restorative responses that repair harm, rebuild relationships, and support reengagement in learning.
• Universal Systems, Prevention & Early Identification (30%)
  • Lead and coach staff to strengthen universal schoolwide systems, ensuring that expectations, routines, and supports are implemented consistently with attention to access, systematic barriers, and the root causes of disproportionality.
  • Support the implementation and integration of proactive behavior strategies, classroom engagement, social-emotional learning, and restorative practices into the school’s multi-tiered systems of support (MTSS).
  • Support the development, coordination, and facilitation of universal, schoolwide lessons/boosters that promote clear expectations, skill-building, and positive school climate.
  • Collaborate with student services teams and administrators to inform proactive approaches and to design responsive student support plans such as behavior support plans, safety plans, and contributions to IEPs and FBAs.
• Data Practices & Equity-Informed Decision-Making (15%)
  • Support schools in maintaining accurate documentation of behavior incidents, responses, and interventions, and in using these data to identify trends and address disparities in behavior outcomes.
  • Use multiple forms of data to understand patterns in belonging, engagement, behavior, wellness, and access.
  • Examine climate, behavioral, and survey data through an equity lens to guide decision-making, identify disproportionality, and drive continuous improvement.
  • Partner with staff, students, and families to interpret data in ways that honor context, lived experience, and student identity.
  • Monitor the impact of interventions and schoolwide practices to ensure progress, equity, and student well-being.
  • Communicate data clearly and collaboratively to promote shared ownership and continuous improvement.
• Responsive Systems (15%)
  • Coach and support staff as they respond to escalated behavior situations, modeling de-escalation strategies, trauma-informed practices, and alignment to schoolwide processes.
  • Collaborate with student services and community partners to connect students and families to support that addresses barriers to attendance, behavior, and engagement.
  • Support readmit and reengagement systems so students returning from removals, extended absences, or alternative placements have clear supports, repaired relationships, and a concrete plan to successfully reenter the school community.
• Other Duties (10%)
  • Perform additional duties as assigned by the Building Principal or district leadership that fall within the unit and needs of the school.
  • Participate in district professional development.

Requirements

• Demonstrated ability to establish relationships at all levels of the organization.
• Strong understanding of practices that build positive relationships, promote proactive responses to conflict, and support culturally and linguistically responsive teaching.
• Demonstrated commitment to culturally and linguistically responsive, anti-racist, and equity-focused practices.
• Knowledge of and experience with proactive behavior practices and Restorative Practices.
• Ability to use climate, behavior, and implementation data to guide decision-making, inform action planning, and monitor progress over time.
• Ability to collect, interpret, and act on data related to school climate and student behavior.
• Skill in meeting facilitation, coaching, and designing professional learning for adults.
• Exceptional interpersonal and communication skills, with a focus on building trust, strengthening relationships, and supporting collaboration.
• Lead with an equity lens and a commitment to identifying and disrupting practices that create or reinforce barriers for students.
• Ability to work collaboratively with diverse teams, maintain confidentiality, and navigate sensitive situations with professionalism.
• Knowledge of the district Behavior Education Plan and Anti-Bullying Policy, and the ability to coach staff on aligned implementation.
• Skilled in de-escalation, trauma-informed practice, and restorative responses to conflict, with the ability to model and coach these practices in real time.
• Ability to support staff in documenting behavior incidents, interventions, and outcomes in alignment with district expectations.

Qualifications

• Training and experience in the practices outlined in the universal framework (e.g., Developmental Designs, restorative justice) or a demonstrated commitment to obtaining training and implementing the framework.
• Training in Non-Violent Crisis Intervention (NVCI) or completion of NVCI within 6 months of hire.
• Relevant experience in an educational setting, with leadership responsibilities.
• Bachelor’s degree and a valid Wisconsin DPI license aligned with the developmental level they serve (elementary, middle, and/or high school).

Physical Requirements

• Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury.
• Ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping, or reaching.
• Manual dexterity necessary for completing general tasks while operating office equipment.
• Ability to be stationary for extended periods of time.
• Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.

Schedule

• Length of Contract: 192 days.
• Work may require travel to different locations within the district and to off-site meetings.
• Position may require working evenings, nights, and some weekends.
• School-based positions are required to be in-person unless otherwise directed by the building principal.

Pay

Minimum Annual Compensation: $53,525 (26-27 TE Salary Schedule).