Schoolwide Systems Coach - East - 1.0 FTE - 26-27 SY

About the role

The Madison Metropolitan School District (MMSD) is seeking a Schoolwide Systems Coach to catalyze and sustain 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, and biases that impact student experiences and outcomes.

Responsibilities

• 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 access, and 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 promotes 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.
• Examine climate, behavioral and survey data through an equity lens to guide decision making, identify disproportionality, and 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 address 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.

Qualifications

• 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.
• Skilled 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.