Restorative Practices Facilitator

Woodland School District 50 is an Equal Opportunity Educator/Employer.  We are committed to building a culturally diverse workforce and educational environment by hiring individuals who support and contribute to the diversity and excellence of our student and academic programs through their teaching and service to our students, parents and the community we serve. If you welcome inclusion, equity and diversity, have an unwavering commitment to the success of all students, embrace and celebrate the individuality of our student population with respect to race, ethnicity, and economic status, and seek to celebrate the cultures that contribute to making our district so rich, please join our team!  Minority candidates encouraged to apply.
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Postion Title:             Restorative Practices Facilitator   

Applicants are instructed to address in their application/resume their experiences directly related to each section noted in this posting.

Date Posted:             March 31, 2025

Location:                   Woodland Intermediate School

Date Available:          March 31, 2025

PRIMARY FUNCTION:  
The Restorative Practices Facilitator is responsible for establishing a safe and stable school climate and culture by collaborating with administrators, and school teams, to ensure that all students are successful in the educational setting. The Facilitator develops ways to improve social-emotional learning to ensure students receive needed support to achieve and maintain a sense of belonging and high levels of performance.  The Facilitator assists in monitoring students throughout the educational environment to help maintain a positive school culture.  
 
QUALIFICATIONS:

1. Required – None 
2. Preferred – Illinois Department of Financial and Professional Regulation (IDFPR) license in social work or related field  

1. Required – Bachelor’s Degree
2. Preferred – Degree in social work, psychology, counseling or related field

1. Required – Minimum of one (1) year of verifiable experience working with students in an educational or clinical setting.  
2. Preferred – Three (3) years’ experience in the field of education or social services.  Experience working with students. Crisis Prevention Intervention (CPI) trained.

 
ESSENTIAL PERFORMANCE RESPONSIBILITIES:

1. Develops positive and trusting relationships with students.
2. Assists in general preventative programs related to behavior, restorative practices, and social-emotional learning (SEL).
3. Leads and actively participates in crisis intervention.
4. Communicates with and provides consultation to colleagues regarding students, their SEL interventions, and programmatic needs.
5. Assists with data collection and data management systems and recommends strategies and interventions based on individual student needs.
6. Develops, adapts, and implements CASEL (Collaborative for Academic, Social, and Emotional Learning) and SEL standards in interventions.
7. Assists and supports teams with the implementation of interventions with fidelity.
8. Follows Parent and Student Handbook for student discipline.
9. Maintains a record of interventions administered, initiates appropriate communications with students and staff regarding interventions, and prepares and submits written information regarding strategy implementation to school administration.
10. Attends and actively participates in team meetings to discuss individual students’ needs and progress.
11. Assists classroom teams in creating an inclusive environment conducive to the needs of all students.
12. Assists staff in supporting student attendance.
13. Participates in the development of school procedures designed to affect positive school culture.
14. Participates in professional development that addresses improving school climate, positive behavior strategies, culturally and linguistically responsive discipline, safe schools, discipline with dignity, trauma-informed care, restorative practices, multi-tiered systems of support (MTSS), and SEL.
15. Develops and conducts professional development for staff and families related to student needs.
16. Supports school teams in behavior intervention plan implementation and monitoring.

  
OTHER PERFORMANCE RESPONSIBILITIES:

1. Provide service and assistance at all District schools as needed.  
2. Assist in other areas as needed.
3. Complete other duties as needed.
    

KNOWLEDGE, SKILLS AND ABILITIES: 
Technical:       Must be able to use the district email system, Google platforms, Microsoft Office, and other related technology.
Interpersonal: Must be able to work collaboratively within a team. Possesses the ability to develop and maintain positive relationships with staff, parents, and students.  Must have strong organization, communication, and interpersonal skills, and a strong sense of teamwork.  Must be able to cope with deadline pressures; make difficult decisions that impact learning; and work harmoniously with the community, students, parents, staff, and administration. Exhibit sound judgment. Follow directives given by the Administration. Must also be a creative problem solver who is empathetic, humanistic, and open-minded.
 
DISTRICT CORE COMPETENCIES:  

1. Support the establishment of mutual respect and equal human dignity across the entire school community.
2. Create an inclusive and responsive climate where students feel a sense of belonging, value, and representation. 
3. Have an unwavering commitment to the success of all students.
4. Understanding that your identity may be different than students, parents, and staff.  You are willing to put those differences aside for the success of all students.
5. Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.
6. Willingly anticipate, identify, and adopt change.
7. Engage in all job-related interactions and activities, with contacts from within and outside the District, courteously and professionally.
8. Communicate with styles that are approachable and respectful.
9. Participate in professional development and training to become more effective and efficient.
10. Take initiative to manage multiple tasks.
11. Effectively organize work to be as productive as possible.

 
PHYSICAL DEMANDS:
Manual Dexterity:       Work requires definite skilled and accurate physical operations requiring some closely coordinated performance.
 
Physical Effort:           Work requires handling average weight materials or equipment, but not for sustained periods.
 
Working Conditions:    Some exposure to definitely disagreeable elements may exist, i.e., temperature changes, use of steps/stairs, walking long distances throughout the building.  Must be available for evenings and weekends if needed.  Must also be able to attend events outside of the District as needed.  Must be able to travel to schools, meetings, and conferences as needed. 

TERMS OF EMPLOYMENT:  Full-time, 183 day school year, non-exempt union position.
 
SALARY RANGE:    As defined by the Collective Bargaining Agreement, the hourly rate is $33.04/hour.

EVALUATION:  Conducted annually

HOW TO APPLY:  Internal applicants should apply online at www.dist50.net and attach a resume to the online application.  External applicants should apply online at www.dist50.net and attach three letters of recommendations, resume and transcript(s) to the online application.  All applicants must be willing to interview in person and demonstrate skills through a situational analysis. Applicants will be contacted within three weeks if invited for an interview.  Minority candidates are encouraged to apply.  Further information regarding this position may be obtained by contacting: 

CONTACT PERSON: 
Mr. Timothy Sheldon
Intermediate School Principal
tsheldon@dist50.net
(847) 596-5999



 APPLICATION DEADLINE: Applications reviewed upon receipt


 NP1-FY25-2620