Social Emotional Learning Advocate-Oak Grove Elementary

Medford School District, 549C•Medford, OR

About The Position

The Social Emotional Learning Advocate (SELA) provides consultation, coaching and modeling to school personnel of effective classroom and student management strategies. The SELA is responsible for the Tier 1, Tier 2, and Tier 3 student support programs, develops individual student success plans in collaboration with the student, family, teacher and administrator, supervises support staff and provides professional development as directed by the Principal and Student Wellness Coordinator.

Requirements

A Bachelor’s Degree in Education or Special Education, Applied Behavioral Sciences, Psychology, Social Work, mental health or related fields required.
Successful experiences working with students who have challenging behavior, social and emotional needs.
Ability to interact appropriately with teachers, staff, members of the community, students and others including local law enforcement.
Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.
Ability to communicate fluently in English both verbally and in writing.
Ability to effectively present information in one-on-one and small group situations to other district employees.
Ability to verbally respond to common inquiries from students.
Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.
Ability to write routine reports and correspondence.
Ability to add and subtract two digit numbers and to multiply and divide with 10’s and 100’s.
Ability to perform these operations using units of American money and weight measurement, volume and distance.
Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form.
Ability to deal with problems involving a few concrete variables in a variety of unpredictable situations.
General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets and word processing software.
Oregon TSPC licensure in elementary / secondary education, special education, school counseling or school psychology or related field is required.
The chosen candidate will need to have or be eligible for CPI certification.
While performing the duties of this job, the employee is regularly required to talk or hear.
The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms.
The employee is frequently required to stand and stoop, kneel, crouch or crawl.
The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds.
Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.
Speaking clearly enough to be able to be understood by others.
Identifying and understanding the speech of another person.
Emotional stability to work effectively under pressure and to keep all aspects of the job under control.

Nice To Haves

Preference may be given to applicants who are fluent in both English and Spanish.

Responsibilities

Serve as resource to school personnel, students, and parents and in areas of pro-social behavior, social and emotional learning and student needs.
Develops and implements evidenced-based Student Success Plans based on strategies and interventions for students, staff, teachers and administrators.
Develops and implements instruction related to pro-social behavior, social and emotional learning for Tier 1, Tier 2, and Tier 3 school-wide and individual student supports.
Observes students and collects data on behavior and assessment of social-emotional learning programs.
Provides consultation, coaching and Tier 1, Tier 2 and Tier 3 interventions and strategies to school personnel.
Provides crisis support to school personnel including: assistance with writing, implementing, and monitoring risk assessments and safety plans.
Serves in collaboration with the Response to Intervention (RTI) team for the pre-referral and referral for evaluation for Special Education.
Develops and conducts professional development as directed by building principal and Student Wellness Coordinator.
Provides daily supervision to support staff to include training, coaching, and oversee the implementation of assignments in support of the overall student support services for their building.
Attends regularly scheduled or periodic meetings and district sponsored in-service programs.
Assist in the development of district and school programs, as assigned/requested.
Develop and implement instructional practices and strategies that include multiple methods of assessment, support student in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content.
Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional and physical areas, diversity of cultures and communities; implement and insure a developmentally appropriate, challenging and high-standards learning environment.
Make objective, non-emotional, well-informed decisions regarding the welfare of students.
Improves professional skills through in-service workshops, district meetings, continuing education, etc.
Shows respect, consideration and fairness of students varying learning levels.
Meets needs of students with special interests, abilities, and learning problems.
Gives students personal help and positive reinforcement.
Helps students set achievement expectations and evaluate their own progress.
Establish and communicate clear objectives for all learning activities.
Provide a variety of learning materials and resources for use in educational activities.
Makes clear to the students what they are learning and why.
Includes lessons and instruction that are culturally responsive.
Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age or national origin.
Knowledge of interventions and strategies of a multi-tiered system of support.
Crisis intervention skills and ability to administer a risk assessment.
Ability to observe, collect and analyze data in a student caseload.
Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations and laws.
Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
Uses instruments and methods that effectively measure the students' attainment of learning goals.
Makes clear to students how success will be judged.
Communicates effectively in a professionally appropriate manner with parents/guardians, colleagues and students regarding student achievement and behavior.
Develop and support the implementation of effective classroom management strategies, to support a safe, secure and respectful learning environment; communicate student behavior expectations in a positive manner; convey reminders, rules and expectations with consistency and equity, while recognizing the unique qualities and characteristics of the individual.
Regularly communicates with parents, students, colleagues and supervisors in writing and verbally in a professionally appropriate manner.
Actively listens to concerns, problems or issues and formulates a professionally appropriate response which is aligned with the Medford School District’s core values.
Encourages and builds strong school to home and community partnerships to better serve the needs of all students in the Medford School District.
Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher is not able to respond completely, or to something that is complex in nature.
Cooperates with and supports faculty members.
Ability to manage multiple projects/priorities.
Ability to maintain appropriate confidentiality.
Ability to work independently with minimal supervisor and as a team member.
Understand District policies and procedures and make decisions accordingly.
Observes the spirit and intent of rules and regulations of the school and school system.
Assumes necessary non-instructional responsibilities.
Provides complete data to the school and district administration as requested for management purposes.
Maintains accurate student records.
Shares the responsibilities with all other employees for promoting the educational goals and developing pubic acceptance of the school system.
Provide direct support to classrooms as assigned.
Other related duties as assigned.
All employees of the Medford School District have responsibility for supervising students and assisting in maintaining a safe environment.