Wellness Specialist - 26/27 SY

A TEACHING CAREER IN IPS OFFERS…

Purpose and Impact: Students First: Teaching for IPS is a rewarding opportunity to support bright, curious students as they shape their futures. We hold ourselves to the highest expectations of excellence, focusing on students’ holistic needs during their educational journey with us. Community: Working in a school means it is your home away from home, and you have a school family who supports you and leads with empathy and vision. Professional and Personal Growth: Grow Your Career: We offer professional development and career advancement opportunities, including dedicated mentorship programs for early career teachers. Generous Compensation: We’re proud to offer the highest teacher starting pay in Indianapolis and one of the most competitive in the state, with teachers earning $55,600 - $94,000 depending on experience, plus a generous benefits package. Our teacher salaries are continually on the rise, as IPS regularly advocates for stronger teacher compensation. Access to Financial Benefits: Working in IPS makes it possible to benefit from federal programs such as Public Service Loan Forgiveness (PSLF) or Teacher Loan Forgiveness (TLF), helping reduce the financial burden of student loans. Work‑Life Balance and Well‑being: Comprehensive Health Insurance: Access top‑tier health plans covering medical, dental, and vision needs, plus IPS offers a private clinic for staff and their families through our partners at Ascension St. Vincent. Flexible Wellness Leave: Take the time you need to care for yourself and your family with our generous leave policies. Teachers receive 70 hours of sick leave in their first year (56 hours annually after) for illness, family, or mental health, plus three personal days, two floating holidays, and school breaks. Unlimited accumulated sick leave adds flexibility, supporting teachers’ health and work‑life balance. Incentivized Discounts through IPS Wellness Program: Opportunities to earn hundreds of dollars off your medical premium by participating in proactive and simple health screenings, plus discounted group fitness classes, health and fitness assessments, personal training, and more.

WHAT WE EXPECT…

Commitment to Excellence: High Standards: Strive for the very best in all you do, maintaining high standards for yourself, your students, and your colleagues. Embrace lifelong learning and adapt to new teaching methods and challenges. Educational Equity: IPS is deeply committed to breaking down systemic inequities. We do this by “walking the walk” on new policies and practices, building diverse and inclusive classrooms and staff teams, and ensuring our environments are grounded in our values of respect, inclusivity, and educational equity. Professional Integrity: Ethical Conduct: Uphold the highest standards of professionalism and integrity. Act responsibly and respectfully toward all individuals, communicate with candor and care. Team Player: Be dependable, punctual, and collaborative, contributing positively to our supportive work environment.

SUMMARY OF ESSENTIAL JOB FUNCTIONS:

We are looking for a Wellness Specialist who will positively impact student success by addressing barriers to student learning, including social, emotional, and mental health challenges, and provide planning, carrying out, evaluating, and assisting in the application of positive behavior supports at the school‑wide, family, student, and teacher levels. As a member of the Unified Student Supports Team, you will receive excellent benefits, opportunities to grow within your role and the organization, and collaborative and supportive colleagues who put students first.

QUALIFICATIONS:

Required a Master’s Degree in Social Work. Must hold a valid Indiana School Services Personnel License as a School Social Worker and Indiana Professional Standards Board License. Experience working in a school environment is preferred.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Provides assessment and instruction/intervention at the school‑wide prevention level, at the targeted classroom/small group level, and at the individual behavioral/mental health level to address issues that present learning readiness. Utilizes student, school, and community data to plan, identify, and implement evidence‑based, culturally competent prevention strategies to meet student needs. Collaborate with school teams during MTSS/Problem‑solving meetings to identify students with the most need and recommend appropriate Tier 1 and Tier 2 interventions. Work collaboratively with school professionals, parents, and community leaders in a culturally responsive manner to support the optimum learning environment for students. Analyze data‑assessments, attendance, discipline, academics, and other pertinent information to determine appropriate interventions to reduce suspensions and other disciplinary occurrences while improving student engagement and academic achievement in the general education environment. Assists in developing positive behavioral intervention strategies. Consults with school staff and parents regarding strategies for helping students cope with personal and social concerns. Accesses and links community resources to students, families, and the school in response to identified needs. To accomplish this responsibility, home and agency visits are required. Provide professional development to individual teachers, groups of teachers, and/or entire school staff on issues related to crisis intervention, restorative practices, and factors that can affect the development and implementation of interventions and/or student progress. Maintain records of students served and their progress. Assist in the collection, and compilation of student, parent, teacher, and community data. Attend professional meetings. Discuss pupils' academic and behavioral attitudes and achievements with the teacher. “Day In the Life” Overview On a regular day, as the USS Wellness Specialist, you might: Promote highly specialized positive behavior interventions in which students in need thrive by prioritizing behavior instruction that is explicit, intensive, accelerated, and provides ample practice. Work cooperatively with building administrators to promote positive behavior. Attend problem‑solving meetings to discuss the current discipline trends in the building. Assist school teams with the use of ongoing assessments strategies to record student successes or failures of planned interventions and systems. Monitor school/classroom to ensure an equitable safe, non‑threatening, nurturing learning environment. Consult with school social workers, counselors, therapists, and teachers when appropriate. Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child. Review behavior referrals and other pertinent information school‑wide data reports. Other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

None.

LANGUAGE SKILLS

Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to effectively present information in one‑on‑one, small group, and large group situations.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITY

Ability to apply common sense understanding to carry out detailed but written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit and use hands to find, handle, or feel. The employee frequently is required to talk or hear. The employee is required to stand; walk; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 20 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, depth perception, and ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to wet and humid conditions and outside weather conditions. The noise level in the work environment is usually moderate.

DISCLAIMER

The above job description is designed to denote the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications of employees assigned to this job. #J-18808-Ljbffr ReNEW Schools