Metro Nashville Public Schools

Duties will also include working closely and effectively with classroom teachers and school-based staff as well as a variety of MNPS district staff; assisting with the collaborative referral process as necessary to meet student needs (alongside other stakeholders); and maintaining required data, monitoring the course of individual student supports and outcomes, and tracking and monitoring program success.. Reports to: Building Principal and Trauma-Informed Schools CoordinatorDepartment Name: Student Support Services :List, in the order of importance or time spent, the essential duties/tasks performed by the position.. Job Duty/Resp. 5: Receives training that guides daily practices in ACEs and Trauma Informed School Practices, De-escalation, Restorative Practices, Mindfulness and Yoga, Implicit Bias, Social Emotional Learning, Behavior Supports, and other related trainings Job Duty/Resp. 6: Attends district meetings and trainings one day per month.. May attend quarterly Student Support Services Department Meetings.. ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities.

elementary

Coach Advocacy Center - Jones Elementary-(24003331)Description Job Title: Coach - Advocacy Center Date: 4/7/21 Job Code: 82125 FLSA: Non-Exempt Salary Plan: Support Drafted By: Mary Crnobori Pay Grade: SCH009 Comp Reviewed By: Lisa Spencer Funding Source:Work Location: Other (please specify): ESSER (2) Department funded and working in schools & other locations Duration; # of months 10 months Job Summary (2-3 sentences describing job purpose): The Advocacy Center Coach manages the Advocacy Center, a designated regulation space to support wellness for elementary students in emotional crisis or conflict who need short-term trauma-informed and restorative care. The Coach will work directly with students to support emotional and behavioral regulation through breathing, movement/yoga, connection, and other calming strategies; unpacking the effects of strong emotions, stress or trauma-related events; developing pro-social skills; establishing and restoring relationships, and repairing harm caused. The Coach provides a short-term intervention by supporting students with (1) stress reduction and emotional regulation; (2) reflection and conversation, (3) accountability action (only when needed), and (4) re-entry support back to the academic setting. Duties will also include working closely and effectively with classroom teachers and school-based staff as well as a variety of MNPS district staff; assisting with the collaborative referral process as necessary to meet student needs (alongside other stakeholders); and maintaining required data, monitoring the course of individual student supports and outcomes, and tracking and monitoring program success. Reports to: Building Principal and Trauma-Informed Schools CoordinatorDepartment Name: Student Support Services :List, in the order of importance or time spent, the essential duties/tasks performed by the position.This is not an exhaustive list and employees may be assigned additional duties by management as required. Job Duty/Resp. 1: Manages the Advocacy Center, a dedicated space open daily and designed to support student wellness through de-escalation, activities to support emotional and behavioral regulation, connection and relationship building, accountability actions (when needed), and successful re-integration in the classroom learning environment Job Duty/Resp. 2: Receives referrals from students and school staff, and delivers Advocacy Center Services to individual students. Job Duty/Resp. 3: Documents and monitors student activities while in the Advocacy Center, and collects and maintains required data about Advocacy Center services and programming. Job Duty/Resp. 4: Collaborates with classroom teachers to support successful re-entry and re-integration in the regular classroom setting. Collaborates with a variety of other school-based staff and district administration to support Advocacy Center, school, and district goals. May participate as part of a team to develop individualized student plans and assist with the collaborative referral process alongside other stakeholders. Job Duty/Resp. 5: Receives training that guides daily practices in ACEs and Trauma Informed School Practices, De-escalation, Restorative Practices, Mindfulness and Yoga, Implicit Bias, Social Emotional Learning, Behavior Supports, and other related trainings Job Duty/Resp. 6: Attends district meetings and trainings one day per month. May attend quarterly Student Support Services Department Meetings. Job Duty/Resp. 7: Participates in school-level MTSS leadership team meetings to review data, monitor progress, and evaluate the program to determine the efficacy of care Job Duty/Resp. 8: May conduct re-entry meetings for students returning from short-term or extended absences from the school environment. Job Duty/Resp. 9: May participate in teacher planning meetings monthly or as needed. May participate on School Crisis Intervention team Instructions: Fill in all blanks and dropdowns.Kronos access questions must be completed for payroll. Education and Experience Requirements Education (training/degree): Required minimum: Bachelor’s degree or equivalent degree in Education, Special Education, Social Work, Psychology, Mental Health or related program required. Experience Requirements:Minimum of three years related experience working with K-12 youth. Preference given to candidates with experience in education, particularly elementary education Licenses, Certifications or Registrations Required: Click here to enter text. Skills Required: The requirements listed below are representative of the knowledge, skill, and/or ability required. • Strong collaboration and interpersonal skills, as evidence by the demonstrated ability to relate and interact positively with students and families, teachers and school staff, school and district administrators, central office staff, and the general public • Communicates effectively in written and oral form • Ability to problem solve and troubleshoot for continuous quality improvement • Ability to support students and staff in problem solving through difficult situations • Ability to participate in a coaching process, including highlighting successes and receiving constructive feedback, and effectively responding to feedback • Ability to work effectively independently and as a part of a team • Ability to exercise balanced judgment consistent with school, team, and district priorities Data Responsibility: Level 4: Compiles, examines, or evaluates data or information and possibly recommends action based on results. People Responsibility: Level 4: Mentors others by advising, counseling, or guiding them regarding problems that may be resolved by scientific or other professional principles. Assets Responsibility: Level 1: Requires minimum responsibility for only small quantities of low cost items or supplies where opportunities for achieving economies or preventing loss are negligible. Mathematical Requirements: Level 2: Uses addition, subtraction, multiplication, and division; may compute ratios, rates, and percentages. Communications Requirements: Level 3: Negotiates or exchanges ideas, information, and opinions with others to formulate policies and programs, or arrive jointly at decisions, conclusions, or solutions. Complexity of Work: Level 5: Performs coordinating work involving guidelines and rules with constant problem solving; requires continuous, close attention for accurate results or frequent exposure to unusual pressure. Impact of Decisions: Level 4: Makes decisions with moderately serious impact - affects work unit and may affect other units or citizens. Equipment Usage (if applicable): N/A Safety of Others: Level 3: Requires responsibility for the safety and health of others and for occasional enforcement of the laws and standards of public health and safety. ADA Requirements/Compliance Physical Demands: Level 3: Requires light work involving standing or walking some of the time, exerting up to 20 pounds of force on a regular basis, and moderate dexterity in operating machinery, tools, or office equipment. Additional requirements: Click here to enter text.Unavoidable Hazards: Level 1: The position is exposed to no unusual environmental hazards Sensory Requirements: Level 1: The position requires normal visual acuity and field of vision, hearing, and speaking. Metropolitan Nashville Public Schools is an Equal Opportunity Employer.ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities.Prospective and current employees are encouraged to discuss ADA accommodations with management. QualificationsSee Job DescriptionPrimary Location:Nashville-Northwest-Jones ElementaryWork Locations:Jones Elementary1800 - 9th AvenueNorthNashvilleTNJob:Instructional SupportJob Schedule:Full-Time

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