Description
JOB TITLE: Academic Support Coach - Student Support SEL FLSA STATUS: Exempt
REPORTS TO: Director of Schools PAY GRADE: ADM-02
LOCATION: Education Support Services DAYS: 215
JOB ID & DATE: ADM-34 | March, 2025
JOB PURPOSE SUMMARY
The Student Support Coach facilitates and promotes Social Emotional Learning (SEL) and Positive Behavior strategies across the district. This role supports the development of emotional and social competencies in students and staff, fostering a positive school climate and culture. The Student Support Coach provides training on managing emotions, achieving goals, demonstrating empathy, maintaining positive relationships, and making responsible decisions. The role is centered on the five core SEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. The Student Support Coach provides direct support to school staff in implementing SEL programming, including standards, professional development, curriculum, and assessment.
REQUIREMENTS
Education Level Details
Bachelor Degree in education, counseling, social work or related field
Master’s degree from an accredited university Required
License / Certification Required
Valid Colorado Department of Education (CDE) license or DORA certification preferred.
Relevant work experience may substitute for certification requirements.
Work Experience Required
Minimum of three (3) years of experience in counseling, social work, mental health, education, or a related field.
Experience designing and implementing positive behavior frameworks within a wellness model.
Proven success in leading adult learners in data-driven decision-making within an MTSS framework.
Other Skills and Abilities Required
Expertise in SEL topics such as trauma-informed classrooms, responsive classroom practices, and teacher language.
Strong knowledge of evidence-based SEL and behavioral interventions.
Ability to work independently and collaboratively within teams.
Excellent organizational skills with attention to detail.
Proficiency in Google Suite (Classroom, Docs, Sheets), Microsoft Office (Word, PowerPoint, Excel), and other digital tools.
Capacity to inspire, manage, and collaborate with internal and external stakeholders.
Ability to analyze data and apply findings to SEL programming.
FUNCTIONS, ESSENTIAL DUTIES AND RESPONSIBILITIES
Major Responsibilities
- Serve as the district liaison for universal SEL instruction, Positive Behavior Interventions and Supports (PBIS), and Multi-Tiered Systems of Support (MTSS) related to behavior and SEL.
- Support social emotional learning across the continuum with Response to Intervention (RTI) and MTSS strategies.
- Promote the social-emotional wellness of students and staff by implementing programs that enhance school culture and climate.
- Collaborate with district leadership and school teams to develop and execute schoolwide SEL initiatives.
- Provide direct coaching, consultation, and training to school staff on effective SEL practices, classroom management, and behavior interventions.
- Work with district and school personnel to develop and modify student intervention strategies using research-based and technically sound practices.
- Assist teachers, students, and families in designing and implementing individual behavior plans.
- Act as a resource for principals regarding student behavior, discipline, relationship-building, classroom management, and school culture.
- Provide targeted mental health coaching and support as needed by the district’s Mental Health Specialist.
- Improve inclusivity, belonging, and equity for all students by collaborating with stakeholders to implement integrated SEL instruction, culturally responsive practices, and restorative justice approaches.
- Support staff in fostering positive relationships with students through social-emotional learning, conflict resolution, and team-building strategies.
- Provide guidance and professional development on trauma-informed classrooms and responsive teaching techniques.
- Provide consultation, training, coaching, and support to staff, parents, and administrators regarding tiered interventions.
- Design, implement, evaluate, and modify behavior plans using the Functional Behavior Assessment (FBA) model for general education students.
- Reinforce the use of school wide behavior plans, including managing and supporting the district’s PBIS framework.
- Promote wellness for staff and students by developing and implementing Tier 1 universal SEL strategies.
- Develop initiatives that enhance positive school climate, including professional learning and content creation for staff on SEL, behavior interventions, and positive discipline models.
- Collaborate with school leadership teams to assess and address school culture needs.
SUPERVISORY RESPONSIBILITIES
None
PHYSICAL REQUIREMENTS/WORKING CONDITIONS
The physical demands, work environment factors and mental functions described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Physical Demands: While performing the duties of this job, the employee is occasionally required to stand, climb or balance, stoop, kneel, crouch, or crawl.. The employee must regularly lift and/or move up to 40 pounds.
Work Environment: While performing the duties of this job, the employee will work primarily in a usual office or school environment. The Employee may be required to work from a remote location in the event of a district shut-down or other event.
Mental Functions: While performing the duties of this job, the employee is regularly required to communicate, compare, analyze, coordinate, instruct, evaluate, and use interpersonal skills. Occasionally required to compile, copy, compute and negotiate.
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.