Climate and Culture Coach

Job Description Revised 5/27/21

Job Summary

Supports the development of positive schools where all students and adults experience the belonging and engagement that support maximal learning and social-emotional development. Assists schools in implementing comprehensive multi-tiered systems of support (MTSS) for behavior that includes school-wide and classroom behavior strategies (Tier I); and targeted small group strategies (Tier II). These strategies are designed to improve school staff behavior management practices, as well as school and classroom climate, for the purpose of improved student behavior and academic success. Supports schools in developing the infrastructure to support effective climate practices across Tiers I and II, and in implementing climate programming with fidelity.  Supports the use of data within and across schools to guide decision-making about climate programs and interventions. Participates in systems-level planning, monitors implementation, and identifies present and emerging needs through data collection and analysis, and ongoing communications with school teams.

Essential Functions

• Collaborates with school leaders and staff as well as School District of Philadelphia (SDP) network-based leaders and staff to support strong relationships, belonging, and positivity in our schools and communities.
• Provides coaching and implementation support within and across SDP schools related to the MTSS process and Tier I and Tier II programming.
• Supports schools in developing and maintaining effective team structures to support the MTSS process.
• Supports strong implementation of trauma-informed practices, restorative practices, social-emotional learning, PBIS, socialized recess, and other climate initiatives.
• Collaborates with school leadership and SDP school-support staff on the development and implementation of Schoolwide Plans.
• Collects data regarding individual schools’ implementation of the MTSS process and climate initiatives; analyzes data to determine appropriate action steps and supports. 
• Under the direction of Office of Climate and Safety leadership, collaborates with network Assistant Superintendents, colleagues in the Office of Student Support Services, and other SDP offices to ensure aligned, coherent support that responds to the identified needs of students and staff in schools.
• Liaises with staff of the Office of Prevention and Intervention to ensure that crisis/Tier III needs are supported.
• Analyzes data to monitor the effectiveness of targeted and supplemental behavioral interventions.
• Provides professional development (trainings, presentations, meetings) to school and/or District-based staff on issues related to school climate.

Job Description Revised 5/27/21

Job Summary

Supports the development of positive schools where all students and adults experience the belonging and engagement that support maximal learning and social-emotional development. Assists schools in implementing comprehensive multi-tiered systems of support (MTSS) for behavior that includes school-wide and classroom behavior strategies (Tier I); and targeted small group strategies (Tier II). These strategies are designed to improve school staff behavior management practices, as well as school and classroom climate, for the purpose of improved student behavior and academic success. Supports schools in developing the infrastructure to support effective climate practices across Tiers I and II, and in implementing climate programming with fidelity.  Supports the use of data within and across schools to guide decision-making about climate programs and interventions. Participates in systems-level planning, monitors implementation, and identifies present and emerging needs through data collection and analysis, and ongoing communications with school teams.

Essential Functions

• Collaborates with school leaders and staff as well as School District of Philadelphia (SDP) network-based leaders and staff to support strong relationships, belonging, and positivity in our schools and communities.
• Provides coaching and implementation support within and across SDP schools related to the MTSS process and Tier I and Tier II programming.
• Supports schools in developing and maintaining effective team structures to support the MTSS process.
• Supports strong implementation of trauma-informed practices, restorative practices, social-emotional learning, PBIS, socialized recess, and other climate initiatives.
• Collaborates with school leadership and SDP school-support staff on the development and implementation of Schoolwide Plans.
• Collects data regarding individual schools’ implementation of the MTSS process and climate initiatives; analyzes data to determine appropriate action steps and supports. 
• Under the direction of Office of Climate and Safety leadership, collaborates with network Assistant Superintendents, colleagues in the Office of Student Support Services, and other SDP offices to ensure aligned, coherent support that responds to the identified needs of students and staff in schools.
• Liaises with staff of the Office of Prevention and Intervention to ensure that crisis/Tier III needs are supported.
• Analyzes data to monitor the effectiveness of targeted and supplemental behavioral interventions.
• Provides professional development (trainings, presentations, meetings) to school and/or District-based staff on issues related to school climate.

Minimum Requirements

• Master’s degree from an accredited college or university.

• Three years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.  

OR

• Bachelor’s degree from an accredited college or university.
• Five years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.  

OR

• Any equivalent combination of training and experience determined to be acceptable by the Office of Talent.

Knowledge, Skills and Abilities

Demonstrated knowledge of\:

• tiered behavioral and climate programming.
• Tier 1 strategies, including, but not limited to Positive Behavior Intervention and Support (PBIS), Restorative Practices, and Social Emotional learning.
• principles, practices and techniques of behavior management.
• techniques and practices used when working with historically marginalized student populations.
• the methods and techniques used in effective program planning, design and   administration.
• the current social, educational, and economic issues as they relate to urban families.
• trauma-informed practices.

Ability to\:

• use data to drive decision making.
• exercise sound judgment and discretion in applying and interpreting policies and procedures and in making decisions consistent with program policies and objectives.
• gather and track data and write detailed reports.
• process multiple tasks simultaneously, adhere to timelines, and complete work in a timely manner.
• assess the effectiveness of programmatic activities and to make cogent recommendations as needed.
• design and implement tasks in collaboration with supervisors and stakeholders.
• use a personal computer.
• understand and follow oral or written directions.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

Minimum Requirements

• Master’s degree from an accredited college or university.

• Three years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.  

OR

• Bachelor’s degree from an accredited college or university.
• Five years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.  

OR

• Any equivalent combination of training and experience determined to be acceptable by the Office of Talent.

Knowledge, Skills and Abilities

Demonstrated knowledge of\:

• tiered behavioral and climate programming.
• Tier 1 strategies, including, but not limited to Positive Behavior Intervention and Support (PBIS), Restorative Practices, and Social Emotional learning.
• principles, practices and techniques of behavior management.
• techniques and practices used when working with historically marginalized student populations.
• the methods and techniques used in effective program planning, design and   administration.
• the current social, educational, and economic issues as they relate to urban families.
• trauma-informed practices.

Ability to\:

• use data to drive decision making.
• exercise sound judgment and discretion in applying and interpreting policies and procedures and in making decisions consistent with program policies and objectives.
• gather and track data and write detailed reports.
• process multiple tasks simultaneously, adhere to timelines, and complete work in a timely manner.
• assess the effectiveness of programmatic activities and to make cogent recommendations as needed.
• design and implement tasks in collaboration with supervisors and stakeholders.
• use a personal computer.
• understand and follow oral or written directions.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.