Scholar Support Specialist

Summary FWPS believes that meeting the needs of the whole child is of paramount importance and that addressing the social‑emotional needs of our scholars is essential for reaching that goal. The Scholar Support Specialist supports the establishment of SEL systems of support tied to our MTSS framework while building staff capacity in providing these SEL services. The Scholar Support Specialist collaborates directly with district behavior specialists, district SEL facilitators, building administrators, and PBIS teams. Essential Duties and Responsibilities Establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the district. Collaborate with the district MTSS team to develop systems and structures that support tiered SEL interventions across the district, including assessments, intervention identification, implementation, and analysis of effectiveness. Collaborate with district departments to develop and implement staff professional development that builds staff capacity in SEL, including: Conflict resolution De‑escalation strategies Restorative practices Trauma‑informed practices Collaborate with district behavior specialists, PBIS teams, and building administrators to support implementation of the SEL MTSS framework for interventions. Provide professional development for school site staff around SEL strategies of support. Provide direct, individualized coaching to support buildings and teachers in developing their own social‑emotional capacity, including: Conflict resolution De‑escalation strategies Restorative practices Trauma‑informed practices Collaborate with behavior specialists, building administrators, and PBIS teams around the development and implementation of specific site professional development. Assist site staff with identification of students who need additional SEL supports (Tier II/Tier III). Provide monthly resources around conflict resolution, de‑escalation strategies, restorative practices, and trauma‑informed practices for staff to support implementation. Support the implementation of SEL curriculum, identified interventions, and other SEL best practices at individual school sites. Research outside SEL resources to support development and implementation of SEL programming and intervention. Provide direct individual and small‑group supports as needed, including supporting FBAs, the creation of BIPs, and student threat assessments. Observe and coach teachers on the fidelity of implementation of tiered social‑emotional and behavioral supports for scholars. Teach demonstration lessons for SEL supports and interventions. Attend site SST and PBIS team meetings as needed with behavior specialists. Collaborate with building administrative teams and PBIS teams to assess and further develop implementation of SEL and restorative practices by monitoring data, observing implementation of SEL supports, and providing feedback. Disseminate data to internal departments as needed for progress monitoring of program implementation. Identify best practices for SEL data management. Stay current on best practices for SEL instruction, intervention, and progress monitoring. Perform other duties as assigned. Minimum Qualifications Bachelor’s Degree in an appropriate field. Minimum of three years of demonstrated classroom or clinical experience. Washington State Teacher’s Certificate or Washington State Educational Staff Associate Certificate (or ability to obtain one). Knowledge of and experience with MTSS structures and framework. Experience designing and implementing professional development. Experience with SEL supports. Experience conducting FBAs, BIPs, and threat assessments. Demonstrated knowledge and experience in establishing and maintaining effective working relationships. Demonstrated skill in coaching, advising, and partnering with leadership representatives. Ability to be a trusted advisor while maintaining the highest level of confidentiality. Demonstrated skill in effective oral and written communication. Strong analytical and problem‑solving skills. Ability to take initiative and self‑start, with multi‑faceted thinking. Demonstrated team player with experience working within a culturally diverse workplace. Preferred Qualifications Master’s degree in a related field. Special Education, Counseling, or Social Work certification. Experience providing training for adult learners. Conditions of Employment Criminal background clearance. Valid driver’s license, proof of insurance, and access to reliable transportation. Must be willing to attend evening and weekend meetings. Knowledge Of SEL best practice. Ability To Plan, organize, and administer assigned areas of responsibility. Operate technology hardware and software necessary to perform duties. Write and present in a clear and concise manner for broad public appeal. Analyze complex situations and synthesize diverse information carefully and adopt an effective course of action. Interpret, apply, and explain administrative and board policies, laws, regulations, and collective bargaining agreements that pertain to areas of responsibility. Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks with many interruptions. Work independently with minimum direction and supervision; work under pressure. Use effective customer service skills to establish and maintain cooperative and effective working relationships in a multicultural and multiracial community. Reporting Relationships This position reports directly to the Executive Director for Equity, Scholar, and Family Success. The position interacts regularly with district behavior specialists, teaching for learning personnel, the Office of Equity Leadership, special education and general education directors, building administrators, and various other certificated and classified staff throughout the district. External contacts include parents, students, partner agency representatives, district representatives, vendors, and occasional local, state, and federal officials. Required Knowledge, Skills, and Abilities Related to Cultural Competence and Equity Knowledge/awareness of own cultural identity and how this influences behavior. Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons. Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future.". Ability to recognize that each person is a unique individual, even as we celebrate group cultural heritage. Physical Demands The position requires constant sitting, standing, walking, bending, use of hands for repetitive tasks, hearing, and speaking. Occasional climbing of stairs or ladders and lifting/carrying up to 35 lbs is required. The employee may occasionally push or pull a maximum weight of 200 lbs. Work Environment The employee works primarily indoors, near video displays, with a moderate noise level. Frequent interruptions may occur; evening and weekend work may be required. Travel by car and/or plane may be necessary. Work Schedule This is a school‑year position: 180 days, 7.5 hours per day, with some flexibility for evening or weekend classes. Level of Compensation Salary schedule is determined by the Federal Way Education Association (FWEA). Benefits are prorated based on FTE, including medical, dental, vision, wellness leave, life insurance, retirement, and professional development dollars. Disclaimer All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability, or veteran status. #J-18808-Ljbffr