Social Emotional Learning Coach

Overview

POSITION TITLE (Oracle title)

SOCIAL EMOTIONAL LEARNING COACH

 

WORKING TITLE

SEL Coach

 

SCHOOL/DEPARTMENT

Special Education Services (SES)

 

LOCATION

School Site

 

PAY GRADE

Noncertified Grade 23

 

FLSA STATUS

Nonexempt

 

ELIGIBILITY FOR EMPLOYMENT CONTRACT

No

 

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is not eligible for hybrid telework workweek

 

POSITION PURPOSE:

Provides student support to establish effective classroom behavior and model skills to maintain positive relationships with all students and adults. Helps students to increase accessibility to tools promoting skill acquisition for coping, self-regulating, self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Monitors and models evidence/research-based behavior intervention strategies.

 

MINIMUM QUALIFICATIONS: 

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps;
• Working knowledge of effective methods of instruction for students;
• Working knowledge of general classroom activities and routines;
• Ability to comply with Wake County Public School’s (WCPSS) Code of Ethics;
• Ability to assist with implementation of the instructional program and to participate in  monitoring and ensuring appropriate student behavior;
• Ability to work in a team environment and effectively collaborate with others;
• Ability to motivate students;
• Ability to constantly supervise the safety and well-being of students;
• Ability to recognize variations in student backgrounds, abilities, and learning styles;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to participate in specialized training provided by the school system;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

 

EDUCATION, TRAINING, AND EXPERIENCE

• Two requirements below must be met to obtain employment:

Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations);

Must meet Highly Qualified (HQ) standards for paraprofessionals (as outlined in Every Student Succeeds Act (ESSA)):

• Associate’s degree (or higher) from a regionally accredited college or university; OR
• Two years of higher education (equivalent to 48 credit hours); OR
• Ability to pass a formal assessment (ACT WorkKeys Occupational Profile Assessment for Teacher Assistants AND 96 hours of in-service training); OR
• Completion of the North Carolina Department of Labor (NC DOL) Apprenticeship Program; OR
• Completion of the North Carolina Association of Teacher Assistants (NCATA) Professional Development Plan (PDP); OR
• Paraprofessional Praxis Test and/or Paraprofessional Certification (awarded by another state).

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold and maintain a Crisis Prevention and Intervention (CPI) certification (specific program to be determined by WCPSS SES) and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through WCPSS, if needed;
• Must hold and maintain a valid motor vehicle operator’s license according to the State of North Carolina requirements.

 

PREFERRED QUALIFICATIONS:

• Successfully completed CPI training and holds and maintains CPI certification;
• Experience in working with students across grade levels

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Works with the teacher to implement new programming for identified students (e.g., incorporating new supports for transitions, establishing and maintaining work behaviors, social understanding and assisting in behavior control which may include physical redirection).

Works with teacher to assist a new student as he/she adjusts to a new school or classroom situation.

Implements new modifications and/or materials. Demonstrates appropriate strategies and techniques for working with behavioral difficulties, as needed.

Assists special programs students in regular classrooms with academic modifications.

Assists the classroom teacher with physical education, adapted physical education and community-based instruction.

Coordinates, assists, and facilitates student transitions between classes; assists students by providing adapted living skills and/or special health care needs, including and not limited to:

Personal hygiene, restroom functions, diapering, etc.;

Mobility assistance including lifting, positioning or transferring student;

Activities related to seizure control;

Feeding needs;

Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), AAC devices, and other technology equipment;

Behavioral assistance and CPI skills.

Assists students with adapted living skills; toileting, dressing, changing clothes, hygiene, feeding, lifting, positioning, mobility, and/or related activities.

Supervises students in vocational activities at work sites on or off school campus, as needed.

Works in Extended School Year programs.

Periodically assigns tasks or creates educational materials for classroom use.

Assists with making and delivering new classroom kits.

Maintains activity logs, time sheets, and other WCPSS forms, as required.

Attends specific trainings as identified by the supervisor.

Performs other related duties, as assigned.

 

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a classroom environment and requires sitting and standing throughout the day. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, businesses, community agencies, and the public. Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.

 

EFFECTIVE DATE:  5/2024

 

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position.  This description may be revised by HR and approved at any time.