Please note that this is a classified position, not a certified position. An educator's license or college degree are NOT required.
For additional details about this role, please make sure to check out the education/experience requirements for this position.
Work Location: Middle and High School
FLSA Status: Exempt
Work Schedule: 10-Month Position
Position Summary
The Restorative Practices (RP) Coach will work to support the process by which students and adults develop skills to repair harm in relationships and build a stronger sense of community within the school. The RP Coach will work to build and deepen a positive school climate and culture by supporting the staff in the successful implementation of equity centered classroom strategies, Restorative Practices, Social Emotional Learning (SEL) competencies, and Positive Behavior Interventions and Supports (PBIS) as part of the Multi-Tier System of Supports (MTSS) Tier I process for behavioral interventions. Additionally, the RP Coach will directly support students in behavioral MTSS Tier II and Tier III.
This position will be responsible for providing students with a curriculum of academic, behavioral, and disciplinary interventions within reset/restoration spaces in the school, in order to decrease the number of out-of-school suspensions, improve overall climate of the school, and ensure that students struggling academically will not miss instructional days of school. While the goal of this position is to support building safe and affirming learning environments, some specific goals aligned with the roles and responsibilities of this position include
Implement and Enhance Restorative Practices: Increase the use of restorative practices throughout the school to improve relationships and build a stronger sense of community. Key Performance Indicators (KPIs):
Number of staff trained in restorative practices
Frequency of restorative circles or conferences held
Reduction in repeat behavioral incidents
Integrate MTSS Tier I Behavioral Interventions: Successfully implement and support equity-centered classroom strategies, SEL competencies, and PBIS as part of the MTSS Tier I process. KPIs:
Improvement in school-wide behavioral data
Increase in staff proficiency with Tier I interventions (measured through surveys or observations)
Number of classrooms effectively implementing SEL and PBIS strategies
Reduce Out-of-School Suspensions Objective: Decrease the number of out-of-school suspensions by providing effective interventions within reset/restoration spaces. KPIs:
Percentage reduction in out-of-school suspensions
Number of students successfully participating in reset/restoration programs
Improvement in academic performance of students involved in these programs
Support MTSS Tier II and Tier III Interventions Objective: Provide direct support to students requiring more intensive behavioral interventions as part of MTSS Tier II and Tier III. KPIs:
Number of students receiving Tier II and III supports
Improvement in individual student behavioral data
Successful transitions of students from higher tiers back to Tier I
Essential Duties
Coordinates, provides, and supervises instructional and behavioral activities for students assigned to reset rooms or restoration spaces
Coordinates assignments and activities with classroom teachers of referred students; provides tutorial assistance as needed and monitors student’s class work while in the reset room/restoration spaces
Assists students in examining misbehavior and developing strategies to prevent recurrences
Provides support in the development and implementation of current best practices in equity centered classroom strategies, restorative practices, PBIS, and SEL
Consults with Principals and staff concerning behavioral expectations and needs of students while they are assigned to the reset room/restoration spaces
Coordinates conferences with families to review student’s performance, behavior and other issues while they are assigned to reset rooms/restoration spaces
Attends in-person meetings, training workshops and educational conferences to maintain and improve professional competence
Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations
Education/Experience Requirements
Minimum Education:
High school diploma or equivalent (GED)
Some college coursework in education, psychology, or related fields (preferred)
Possesses the ability to work and interact with individuals at all levels within the school community
Excellent people skills - demonstrated ability to create functional, working relationships with school staff, community partners, and parents
Demonstrated knowledge of youth development
Demonstrated ability to work with non–motivated and at-risk students
Has the ability to organize, prioritize and manage multiple priorities
Possesses excellent communication skills: oral (including presentations), written, interpersonal (active listening), negotiating, and influencing
Has the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve performance
Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint, Outlook), databases, and student information systems, and email communication systems
Follows through on duties and projects assigned
Physical Requirements
Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards
Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards
Must be able to lift and carry up to 50lbs
Must be able to talk, listen and speak clearly on telephone
Disclosure
This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual’s ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.
Updated: 4/14/2025
Seniority level
Entry level
Employment type
Full-time
Job function
Other
Industries
Primary and Secondary Education
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