POSITION TITLE: Director of Restorative Practices and Behavior Support
DEPARTMENT: Equity and Student Services
REPORTS TO: Associate Superintendent of Equity and Student Services
FLSA: Exempt
WORK SCHEDULE: 225 days
DATE REVIEWED: 5-2023
Salary and Benefits: Adminstrative Salary Schedule - A5

TERMS OF EMPLOYMENT:
The Board of Education, upon recommendation of the Superintendent of Schools, shall appoint the Director of Restorative Practices and Behavior Support. The annual period of service for the Director of Student Services shall be 225 days.

PRIMARY FUNCTION:
The Director of Restorative Practices and Behavior Support provides leadership and support in meeting the tiered needs of students in the areas of: behavioral development, social emotional learning, mental health and overall student well-being. Analyzes the needs of students across the district and assists schools and personnel in developing, implementing, and analyzing the ongoing effectiveness of school counseling, PBIS, Restorative Practices, and Social and Emotional Learning (SEL). Partners with the Department of Teaching and Learning to build, implement, and analyze academic support interventions as a part of the Multitiered System of Supports (MTSS).

Supports the educational programs of the district by administering and coordinating the implementation of student services and student service delivery models that eliminate disproportionality in areas such as discipline, and participation. Ensures the delivery of support services that enhance the mental, social, and emotional well-being of students while simultaneously improving their academic experience.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Ensures departmental adherence to Georgia Mandatory Reporter laws and the requirement to report “suspected” child abuse including physical abuse, neglect, sexual abuse, sexual exploitation and endangerment of a child; Covers mandatory reporting requirements with the department at a minimum during the start of each school year
• Ensures departmental adherence with the standards set forth by the Family Educational Rights and Privacy Act (FERPA)
• Develops effective partnerships with principals, administrators, and other staff to support the implementation of strategies and initiatives that promote student learning and wellness
• Ability to perform research and present findings in a clear, concise, and professional manner
• Oversees the district’s implementation of risk assessment protocols related to mental health concerns.
• Ovesees the implementation of support plans after crisis situations
• Effectively directs, monitors and evaluates programs in a school-based environment.
• Demonstrates strong leadership and interpersonal skills with the ability to lead people and provide direction.
• Has an understanding of associated laws, including IDEA, Georgia State codes related to truancy, compulsory attendance, and Child Abuse, The McKinney-Vento Homeless Assistance Act, FERPA, etc.
• Has knowledge of federal and state laws related to exceptional student education, 504, and the SST process.
• Has an understanding of school social work practice ethical issues and standards.
• Has an understanding of child development, psychopathology, social and environmental conditioning, cultural diversity and family systems.
• Demonstrates the ability to communicate effectively with students, staff and the public from diverse cultural, social, economic, and educational backgrounds.
• Works collaboratively with colleagues and contributes to a diverse workplace through ideas and experience.
• Demonstrates computer proficiency in Google Suite or comparable program as well as software applications relevant to area of responsibility.
• Demonstrates excellent time management skills and ability to prioritize work.
• Ability to be flexible and adapt as needed between in-person work environments.
• District-Wide Positive Behavior Management
  • Serves as the District Coordinator for PBIS
  • Provides consultation to school administrators to provide alternatives to suspension and to eliminate disproportionate disciplinary outcomes
  • Monitors the implementation and compliance with PBIS across the district
  • Annually reviews the Student Code of Conduct and Restorative Practices Handbook with representation from all stakeholder groups and publishes updated codes
  • Oversees the equitable and consistent implementation of the Student Code of Conduct at all schools.
  • Ensures all school leaders receive annual training on the implementation of the Student Code of Conduct and Restorative Practices
  • Regularly reviews student discipline data and shares findings with the Associate Superintendent or designee
  • Oversees the implementation of Restorative Practices to improve climate and prevent challenging behaviors
  • Responsible for implementing professional development programs, services, and supports that lead to elimination of disproportionate discipline outcomes

SUPERVISORY RESPONSIBILITIES: Supervises the Student Success Coordinator, Lead Social Worker, and Behavior Interventionist as they work with internal and external stakeholders to provide wrap-around services, counseling, and positive behavior supports for students across the district.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

CORE COMPETENCIES:

• Cultural humility
• Restorative orientation and growth mindset
• Customer Focus (stakeholder focus)
• Exceptional Interpersonal Relationship Skills
• Excellent Oral and Written Communication Skills
• Problem Solving
• Decision-Making/Strategic Thinking
• Data Collection
• Data Analysis
• Management of Multiple Priorities
• Building synergistic relationships with Executive Leadership

REQUIRED EDUCATION and/or EXPERIENCE:

• Graduate degree in a field relevant to the position, such as Education, Social Work, Counseling, Educational leadership, etc.
• Five years of teaching, mental health service provision and/or school leadership experience ? Other education or experience deemed equivalent by the Superintendent
• Certification in restorative practices and 2 or more years experience implementing restorative practices in a school setting

PREFERRED EDUCATION and/or EXPERIENCE:

• Experience with the reduction of disproportionate educational outcomes
• Experience providing culturally responsive services and support
• Experience overseeing or provide intervention/services with students of varying ages/grade levels
• Experience as a mental/behavior support personnel or administrator in a public school system
• Train-the-trainer certification in Restorative Practices

EVALUATION: Performance of this job shall be evaluated annually in accordance with provisions of the board's policy on evaluation of personnel.

WORK HOURS AND PHYSICAL DEMANDS: This position may require non-standard work hours (nights and limited occasional weekends) and the ability to lift and carry files and materials up to 25 pounds. The employee is required to move freely throughout the building, sit for prolonged periods of time. Adequate vision, hearing, and manual dexterity to interact with people in writing, over the phone and in
person are required. Applicants must be able to perform the essential functions of the job with or without reasonable accommodations.