Social-Emotional Behavioral (SEB) Coach

About the role

The SEB Coach is an integral part of the school's mission to create a safe, supportive, and engaged learning community. The person in this position supports faculty and staff with the development of tiered supports and interventions to enhance personal and academic success for students.

Responsibilities

• Support teachers with classroom management strategies based on current research and best practices through classroom-based coaching, modeling, and feedback.
• Develop content and deliver professional development sessions to staff in evidence-based approaches that lead to greater teacher effectiveness and improved school climate.
• Align and integrate SEB practices to PBIS and other related efforts; build staff capacity to implement research-based practices with fidelity.
• Regularly provide advice and expertise to general education teachers and the school community to support the creation of effective academic, behavioral, and social-emotional learning experiences.
• Develop and implement the school’s SEB framework, including Multi-Tiered Systems of Support (MTSS) and evidenced-based interventions.
• Develop and implement SEB data analysis processes to inform school practices, priorities, and student-centered decision-making.
• Oversee the development and implementation of school-wide crisis protocols and response procedures.
• Plan and implement lessons based on school objectives and use instructional technology appropriately to facilitate student use.
• Collaborate with school leadership, teachers, and staff to support the implementation of SEB programming and practices.
• Participate in and/or coordinate a variety of school-based teams (e.g., Crisis Team, Student Support Team) to assist in intervention and program planning.
• Establish and maintain effective working relationships with students, parents, staff, and the community.
• Attend staff meetings and serve on staff and/or school committees as required.
• Consults regularly with students, families, and community partners to foster a collaborative approach to student success.
• Communicates student progress, challenges, and achievements clearly and promptly to parents and guardians, ensuring language accessibility where needed.
• Collaborates with administration to implement school-wide policies and initiatives that enhance the school culture and student conduct.
• Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
• Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
• Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.

Requirements

• A Bachelor’s Degree from an accredited college or university in Elementary Education or a related field required; Master’s Degree preferred.
• Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, or Mentor Teacher), with relevant experience in implementing research-based social, emotional, and behavioral best practices.
• A proven track record of developing instructional content and delivering professional development sessions to staff.
• Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Qualifications

• Instructional Coaching & Modeling: Ability to design and implement Tier 1 and Tier 2 instructional interventions while modeling these practices for peers to meet the diverse needs of students, including those with IEPs, 504 plans, and multilingual learners.
• Data-Driven Systemic Support: Proficiency in analyzing standardized and formative assessment data (e.g., ACCESS, MCAS, AMIRA, DIBELS, i-Ready, or other content-based assessments) to track student growth, inform school-wide interventions, and guide teachers in adjusting instructional delivery.
• Social-Emotional & Trauma-Informed Advocacy: Expertise in integrating SEL frameworks into daily routines to support the "whole child," fostering a safe, inclusive, and trauma-informed culture across all content areas.
• Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices (e.g., Foundational Literacy, the 5E Model for STEAM, or Second Language Acquisition) to ensure all students reach grade-level proficiency.
• Restorative Practices & Conflict Transformation: Ability to utilize restorative justice and conflict transformation techniques to manage classroom behavior and coach colleagues in resolving peer conflicts constructively.
• District-to-School Strategic Alignment: Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.
• Adaptive Technology Integration: Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.
• Collaborative & Systemic Leadership: Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.