Climate and Culture Specialist

Arts and College Preparatory Academy•Columbus, OH

2d•Onsite

About The Position

Arts & College Preparatory Academy is seeking a dynamic and dedicated Climate and Culture Coach. The Climate and Culture Coach serves as a vital bridge between administrative discipline and student social-emotional growth and maturity. This role focuses on moving the school away from exclusionary punitive practices (like suspension) and toward a restorative model, where harm is repaired, relationships are rebuilt, and students learn accountability for their behavior. The Culture and Climate Coach supports the implementation of Positive Behavioral Interventions and Supports (PBIS), behavioral Multi-Tiered Systems of Support (MTSS), and Social-Emotional Learning (SEL) across school buildings. This role focuses on improving school climate and culture by coaching teams, supporting data-driven practices, and helping build capacity for trauma-informed, restorative, and inclusive practices at all levels of support. This position will be a member of the collective bargaining unit, ACPA United.

Requirements

Bachelor's degree in education, school counseling, social work, psychology, or a related field (Master's preferred).
Valid state licensure or certification in a related educational or school-based mental health field.
A high level of emotional intelligence, resilience, and the ability to remain the calmest person in the room during crises.
Minimum 2–3 years working with adolescents, preferably in an urban or diverse school setting.
Experience implementing PBIS, SEL, or MTSS in a school setting.
Experience in planning and implementing interventions across academic and behavior domains.
Successful direct experience with children exhibiting social, emotional, and behavioral challenges.
Experience with professional development for teachers and/or other education professionals.
Ability to design and deliver quality professional development for administrators and teachers.
Knowledge of trauma-informed care, culturally responsive practices, and restorative approaches.

Nice To Haves

Experience with fidelity tools such as the Tiered Fidelity Inventory (TFI) is preferred.
Familiarity with behavioral and SEL screeners (e.g., SAEBRS, BIMAS, Panorama) is preferred.
Familiarity with SEL and behavior screeners (e.g., SAEBRS, BIMAS, Panorama) and fidelity tools (e.g., TFI) is preferred.

Responsibilities

Facilitate formal and informal restorative circles focused on conflict resolution, community building, and student re-entry following disciplinary incidents.
Serve as a neutral third party to support students and when appropriate staff in resolving interpersonal conflicts.
Coordinate and support the peer mediation program, including identifying, training, and mentoring student mediators.
Guide students through the restorative process by helping them understand the impact of their actions and develop meaningful plans to repair harm.
Support school teams in implementing PBIS and MTSS at Tiers 1, 2, and 3.
Provide ongoing coaching and consultation to staff on behavior supports, SEL integration, and school climate initiatives.
Assist school teams in designing proactive, inclusive behavioral support systems aligned with MTSS.
Model and promote trauma-informed, restorative, and culturally responsive practices.
Observe classrooms (as requested) and provide targeted feedback using Bullseye to staff including strategies for supporting students with SEL needs.
Design and deliver professional development for staff on SEL, PBIS, MTSS, and effective behavioral strategies.
Develop and collaborate with school-based PBIS/SEL teams and leadership to support Tier 1 systems and develop Tier 2 and Tier 3 interventions.
Participate in school and district-level PBIS, MTSS, SEL, and data team meetings (e.g., BLT, PBiS, MTSS committee).
Support schools in using fidelity tools like the Tiered Fidelity Inventory (TFI) to assess and improve implementation.
Oversee and support SEL curriculum implementation across grades pre K–12 in collaboration with district leadership.
Coordinate the integration of SEL standards with school staff (e.g., counselors, SSWs, Student Wellness Coordinator).
Represent district MTSS behavioral efforts to community partners and coordinate school-community programming.
Provide classroom “push-in” support to assist teachers with managing classroom behaviors while maintaining teacher authority and promoting restorative practices.
Support a restorative approach that balances high expectations with high levels of support.
Assist the Administration in facilitating professional development sessions on de-escalation strategies, trauma-informed care, and Tier 1 restorative practices.
Model calm, professional, and emotionally regulated responses during high-stress situations to support and mentor staff.
Respond to student crises using trauma-informed, non-violent de-escalation techniques.
Assist in developing individualized behavioral support and “cool-down” plans for students with recurring behavioral challenges.
Analyze behavioral trends, including referrals and attendance data, to identify school-wide concerns and student groups needing additional support.
Maintain accurate and confidential records of restorative conferences, disciplinary incidents, and intervention outcomes.
Track behavioral trends to measure the effectiveness of restorative practices and intervention strategies.
Document student disciplinary incidents in accordance with school policies and procedures.
Provide active supervision in hallways, common areas, arrival/dismissal times, and assigned lunch periods.
Utilize proactive supervision strategies including verbal redirection, monitoring student movement, and proximity support.
Monitor student bathroom usage during lunch periods while adhering to safety and privacy guidelines.
Facilitate after-school reflection room programming for uniform non-compliance and other school climate disruptions.
Monitor and report SmartPass usage, identify student trends of usage and formalize plans with students for over usage.
Monitor and track daily uniform infractions within assigned grade levels.
Assist with processing and documenting late student arrivals.
Daily communication with staff with a Climate Daily Bulletin.
Support implementation of School-Wide Positive Behavioral Supports (PBiS) within assigned grade levels.
Serve as a Check-In/Check-Out mentor and support resource for identified students.
Use and monitor use of PBiS rewards or similar programs for students.