Schoolwide Systems Coach - Henderson - 0.1 FTE - 26-27 SY

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

About the role

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.

This position does not have supervisory responsibilities.

Responsibilities

• School Community & Belonging (40%)
  • 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 systems.
  • Partner with Instructional Coaches and other school-based teams to align academic and behavioral supports.
  • Lead professional learning and job-embedded coaching focused on the implementation of the district's universal framework including: restorative practices, proactive behavior practices, social emotional learning, and culturally responsive engagement strategies.
  • Develop and monitor communication plans that engage staff, students, families, and the community in schoolwide initiatives.
  • Support the development and ongoing maintenance of a comprehensive, schoolwide schedule for the delivery of Social-Emotional Learning (SEL) instruction.
  • Serve as a liaison between school staff and central office to ensure alignment, communication, and access to resources related to SEL implementation.
  • Provide ongoing coaching and collaborative problem-solving with teachers to strengthen the effective delivery of SEL lessons and practices.
• 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.
  • Participate in district-level professional learning communities with other Schoolwide System Coaches.
• Data Practices & Equity-Informed Decision-Making (20%)
  • 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.
• Other Duties (10%)
  • Perform additional school-based duties as assigned by the Building Principal, aligned with the primary functions and priorities of the role, including support for school-based initiatives, events, teams, family engagement, and operational needs.
  • Participate in district-directed professional learning, collaboration, and training opportunities.
  • Support time-limited district implementation efforts.

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.
• 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.

Working Conditions

• 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.