Under the direction of the Coordinator, Student Wholeness and School Climate, the Coach is responsible for providing high-quality coaching and technical support to school leaders, teachers, and other school-based staff to support culture and climate improvement efforts and the successful implementation of student wholeness strategies (with a particular focus on social and emotional learning, restorative practices, and trauma-informed practices).
The Coach will have a particular focus on helping schools to create safe, welcoming, and joyful learning environments; establish clear and consistent expectations and systems to support student behavior and positive discipline; nurture relationship- and community-building; ensure that a tiered system of supports is in place to support students' healthy development and well-being; and create a culture and approaches to teaching and learning that elevate student engagement, voice, and leadership. In accordance with the district's racial equity policy, the coach will consistently work to identify, disrupt, and dismantle systems, structures, and practices that have intentionally created and continue to afford advantages to some groups while perpetuating racial inequities for others.
A highly successful coach consistently builds respectful, trusting relationships with administrators, teachers, and other school-based staff; cultivates the capacity of school teams to build and independently maintain systems and structures that support positive school culture and climate and student wholeness; helps to develop sustainable planning, implementation, and continuous improvement processes that are grounded in sound data analysis and evidence-based approaches; and ensures that all conversations and decisions are guided by a focus on equity and a commitment to doing what is best for students to support their healthy development, academic success, and leadership. A highly successful coach is also an excellent team player, communicating and collaborating effectively with other members of the Whole Child office and other offices across the district, as well as external partners, when necessary.
- Conducts school climate walks and coaches' schools to develop and effectively implement associated improvement plans.
- Assists school teams to build and maintain strong foundational systems and structures to support positive school culture, climate, and behavior aligned with best practices for promoting social and emotional development and restorative communities.
- Provides professional development and coaching to administrators, teachers, and other school-based staff to support learning and practice related to social and emotional learning, restorative practices, trauma-informed practice, and other areas related to student wholeness and school culture and climate.
- Supports school teams in effectively engaging students, families, and community members and organizations as partners in work related to culture and climate and student wholeness.
- Continuously tracks and analyzes school and district data related to climate and student wholeness and uses that information to guide conversation with and coaching of schools.
- Seeks out, documents, and shares strong practices identified within City Schools.
- Develops strong and highly collaborative working relationships with all key partners and stakeholders in the work.
- Contributes to a learning-oriented work environment and models a positive, growth-oriented outlook while actively supporting the social emotional learning and well-being of other team members.
- Stays up-to-date on the latest research and best practice related to school climate, social-emotional learning, restorative practices, trauma-informed care, and related topics.
- Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board policies and the professional standards.
- Master's degree in education, social work, public health, or related field preferred. Bachelor's degree and relevant experience required. Degree (s) must be from an accredited college or institution.
- Demonstrated experience in building positive school and classroom climates in pre-K to 12 schools in an urban school district.
- Demonstrated experience in successfully coaching administrators and/or teachers.
- Experience facilitating high-quality professional learning experiences for educators.
- Understanding of social-emotional learning and its centrality to the development of the whole child/person;
- Understanding of the ways in which systems, structures, and practices in schools may create or perpetuate racial inequity.
- Experience in restorative practices and trauma-informed practice preferred.
- Demonstrated experience in using data to drive problem analysis and solutions in schools.
- Strong leadership and interpersonal skills that ensure effective team-building and collaboration.
- Excellent verbal and written communication skills.
- A demonstrated personal commitment to ensuring that every child in City Schools receives an excellent education and reaches their full potential in life.
- Proficient in the knowledge and use of technical computer applications including Microsoft Office applications - Word, Excel and PowerPoint.
- Customer Focus - Commits to meeting the expectations and requirements of internal and external stakeholders; acts with stakeholders in mind; values importance of providing high-quality customer service.
- Interpersonal Skills - Builds constructive and effective relationships; uses diplomacy and tact to diffuse tense situations; can put others at ease and disarm hostility.
- Managing Relationships - Responds and relates well to people in all positions; is seen as a team player and is cooperative; looks for common ground and solves problems for the good of all.
- Functional/Technical Skills - Possesses required functional and technical knowledge and skill to accomplish job tasks at a high level; demonstrates active interest and ability to enhance and apply new functional skills.
Full time or Part time
Qualified candidates for the above position must submit the following:
- Completed online application
- Resume that clearly demonstrates the above minimum qualifications. It is important that you include all experiences and education related to the position to which you are applying.
- Upload copies of all transcripts -undergraduate, graduate and all MSDE Certifications
- Must provide three (3) professional references to include: name, title, business address, e-mail address and phone number
- All documentation/certification necessary (scanned copies accepted) to substantiate minimum qualifications; must be uploaded into application
- All documentation must be scanned and uploaded to application
Benefits -- This position is eligible for benefits. To review the available options please see the information relevant to the union for this position by viewing the following link: http://www.baltimorecityschools.org
Baltimore City Public Schools does not discriminate on the basis of race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age in its employment, programs and activities and provides equal access to the Boy Scouts of America and other designated youth groups. For inquiries regarding the nondiscrimination policies, please contact Equal Opportunity Manager, Title IX Coordinator Equal Employment Opportunity and Title IX Compliance Office 200 E. North Avenue, Room 208 Baltimore, MD 21202; 410-396-8542 (phone); 410-396-2955 (fax).
This position is affiliated with the Paraprofessionals and School Related Personnel (PSRP) bargaining unit.
This position is affiliated with the City Retirement Plan.