Related positions are contingent on board approval.
Under the direction of the Director, Student Wholeness, the Coordinator is responsible for supporting the design and implementation of strategic initiatives, programs, and activities related to student wholeness, integrating social and emotional learning (SEL), restorative practices (RP), and other wholeness-oriented approaches, such as trauma-informed practices, and grounding the work in an equity frame. The Coordinator will have a particular focus on leading the development and implementation of strategies and resources that support schools to build a strong culture and climate, with an emphasis on creating safe, welcoming, and joyful learning environments; establishing clear and consistent expectations and systems to support student behavior and positive discipline; nurturing relationship- and community-building; ensuring that every school has a tiered system of supports in place to support students’ healthy development and well-being; and creating a culture and approaches to teaching and learning that elevate student voice and leadership. The Coordinator leads and supervises the work of a team of Student Wholeness and School Climate Coaches, who will be charged with providing professional learning and coaching to school-based team around work related to school climate and student wholeness, including SEL and RP.
The Coordinator is responsible for developing strong partnerships with schools, families, community-based organizations, other district offices, technical service providers, and others in support of the work. The Coordinator is also responsible for data-gathering and analysis, monitoring for program quality, and reporting. As part of the larger student wholeness team, the Coordinator contributes to strategy development, learning and improvement processes, and representation.
- Provides technical expertise, coordination, and project management for student wholeness and school climate initiatives and programming, ensuring thoughtful planning and design, high-quality and on-time execution of deliverables, and clear communication and reporting in line with internal and external requirements.
- In close consultation with the Director, ILEDs, the School Operations Support team, and school leadership teams, coordinates the identification of and support to priority schools in need of support related to climate and culture and/or student wholeness. This includes overseeing regular climate walks, as well as associated goal-setting and technical support for climate improvement.
- Manages and supports the work for Student Wholeness and Climate Coaches, assigning them to Community Learning Networks and schools, as appropriate; coordinating the team?s learning and reflection related to student wholeness and climate; overseeing the development and implementation of work plans; and monitoring work to ensure that schools receive high-quality and effective support.
- Leads the creation of materials and resources to support work related to school climate improvement and student wholeness.
- Collaborates in the development of professional learning for district- and school-based staff, families, partners, and others. Designs and facilitates professional learning experiences, as needed.
- Oversees data tracking and monitoring of outputs and outcomes related to the team?s work, with a focus on improvements in climate-related data and with an emphasis on using data to support continuous improvement.
- Participates in procurement processes and manages vendor partnerships, as needed.
- Applies equity frame to all work, continuously reflecting on the potential impact of the team?s plans and actions on perpetuating or disrupting and dismantling racism and inequity.
- Represents the wholeness team and work both internally and externally, as required.
- Develops strong and highly collaborative working relationships with all key partners and stakeholders in the work.
- Master?s degree in education, social work, public health, or related field. Degree (s) must be from an accredited college or institution.
- Minimum of three years of progressively responsible leadership experience in a related field required.
- Maryland State Department of Education Advanced Professional Certificate with Administrator I endorsement.
- Demonstrated experience in building positive school and classroom climates in pre-K to 12 schools.
- Experience in coaching administrators and/or teachers.
- Strong understanding of social-emotional learning and its centrality to the development of the whole child/person; understanding of restorative approaches and their connection to wholeness, and equity;
- Demonstrated experience in designing and delivering programming related to student wholeness;
- Experience in designing and facilitating high-quality, participatory professional learning experiences for adults;
- 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, including the ability to make persuasive presentations.
- 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.
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 Public School Administrators and Supervisors (PSASA) bargaining union.