Student Engagement & Restoration Specialist

Student Engagement & Restoration Specialist Starting Date: Aug 26, 2026 Job Description JOB TITLE: Student Engagement & Restoration Specialist GROUP: Classified SALARY: Support Staff Salary Schedule FLSA STATUS: Non‑Exempt

WORK DAYS PER FISCAL YEAR: 180

HOLIDAYS: 10

SUMMARY: The Student Engagement & Restoration Specialist promotes a positive, safe, and culturally responsive school environment through proactive student engagement, restorative practices, behavioral support, and student supervision. Serving as a trusted adult and positive role model, this position builds meaningful relationships with students while helping them develop accountability, self‑regulation, conflict resolution, problem‑solving skills, and a stronger connection to their school community. Working under the direction of the Dean of Students, the Student Engagement & Restoration Specialist supports school‑wide efforts to maintain a safe, respectful, and orderly learning environment by providing early intervention, behavioral coaching, restorative conversations, conflict resolution, student re‑entry support, and supervision of student accountability programs. The position assists with addressing low‑level behavioral concerns, reinforcing school expectations, monitoring student conduct, and helping students successfully navigate academic, social, emotional, and behavioral challenges. This position collaborates with administrators, teachers, counselors, families, and community partners to identify barriers to student success and connect students with appropriate supports and resources. While the position does not serve in an administrative or disciplinary decision‑making capacity, it plays a critical role in fostering positive school culture, strengthening student engagement, and supporting student growth and success. ABOUT CHIEF LESCHI SCHOOLS: Formerly known as the Puyallup Tribal School, Chief Leschi Schools was founded in 1976 to address the high dropout rate of the youth of the Puyallup tribe. It is the largest of seven tribal schools in the state of Washington and one of approximately 200+ tribal schools in the United States. It is also one of the largest tribal schools to be funded by the Bureau of Indian Education.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Build positive, supportive, and culturally responsive relationships with students and serve as a trusted adult, mentor, and positive role model. Promote student engagement, school connectedness, and a positive school climate through proactive outreach, relationship‑building, and student support. Assist students in developing self‑regulation, conflict resolution, communication, problem‑solving, and decision‑making skills. Provide early intervention and behavioral coaching to students experiencing social, emotional, behavioral, attendance, or engagement challenges. Respond to and assist with low‑level behavioral concerns, student conflicts, and disruptions through de‑escalation, restorative interventions, and appropriate behavior management strategies. Facilitate restorative conversations, reflection activities, conflict resolution processes, and other restorative practices that promote accountability, relationship repair, and personal growth. Support student re‑entry following behavioral incidents, disciplinary actions, extended absences, or other barriers to successful participation in school. Monitor and supervise students in hallways, common areas, cafeterias, school grounds, buses, school activities, and other designated locations to promote safety, positive behavior, and student engagement. Coordinate and supervise structured student accountability and reflection opportunities, including detention, in‑school suspension, restorative interventions, and other assigned student support programs. Assist in maintaining a safe, respectful, and orderly learning environment by reinforcing school expectations and supporting consistent implementation of student conduct standards. Collaborate with administrators, teachers, counselors, intervention staff, families, and community partners to support student success and address barriers to learning. Identify students who may benefit from additional academic, behavioral, social‑emotional, attendance, or community‑based supports and facilitate appropriate referrals. Assist with implementation of school‑wide behavior support systems, restorative practices, Positive Behavioral Interventions and Supports (PBIS), attendance initiatives, and other student engagement programs. Maintain accurate records, intervention logs, behavioral documentation, and other reports related to student support activities. Participate in professional development, staff meetings, student support team meetings, and other activities related to student engagement and school climate. Support culturally responsive practices that honor the traditions, values, and identities of students, families, and the Puyallup Tribe. Maintain confidentiality and comply with all applicable laws, regulations, policies, procedures, and student privacy requirements. Perform other duties as assigned. This list is intended to describe the general nature and level of work performed and is not an exhaustive list of all duties. Chief Leschi Schools reserves the right to assign or modify duties consistent with operational needs. Workplace accommodations may be provided in accordance with CLS Tribal policy to enable qualified individuals to perform essential functions.

MINIMUM QUALIFICATIONS

Associate degree in Education, Human Services, Psychology, Social Work, Child Development, Criminal Justice, Behavioral Sciences, or a related field; OR four (4) years of progressively responsible experience working with youth, adolescents, or young adults in educational, mentoring, behavioral support, community‑based, tribal, recreation, or youth development settings. Two (2) years of experience working with youth, adolescents, or young adults in educational, mentoring, behavioral support, community‑based, tribal, recreation, or youth development settings. Experience supervising, mentoring, coaching, supporting, or working directly with youth in structured environments. Valid Washington State driver's license and ability to meet district driving requirements.

PREFERRED QUALIFICATIONS

Bachelor's degree in Education, Psychology, Social Work, Human Services, Child Development, Criminal Justice, Behavioral Sciences, or a related field. Three (3) or more years of experience supporting adolescents in a K‑12 school, tribal school, youth services, behavioral support, juvenile services, mentoring, or community‑based setting. Experience implementing restorative practices, restorative justice, mediation, conflict resolution, Positive Behavioral Interventions and Supports (PBIS), trauma‑informed practices, or other relationship‑based behavior support frameworks. Experience facilitating restorative conversations, student accountability processes, re‑entry meetings, behavior reflection activities, or similar student interventions. Experience supporting students with behavioral, attendance, engagement, social‑emotional, or academic barriers to success. Experience collaborating with educators, families, community agencies, tribal programs, or multidisciplinary teams to improve student outcomes. Experience working with Native American students, families, tribes, or Indigenous communities. Experience supporting school climate, student engagement, attendance improvement, behavior intervention, or student success initiatives. Knowledge of culturally responsive practices and approaches that support student belonging, engagement, and success.

CONDITION OF EMPLOYMENT

Successful criminal background clearance. Successful and/or clear drug screening.

KNOWLEDGE OF

Principles of adolescent growth, development, behavior, and social‑emotional learning. Effective student engagement, relationship‑building, mentoring, and youth development practices. Positive behavior intervention, behavior management, and de‑escalation strategies. Restorative practices, conflict resolution, mediation, and relationship repair techniques. School‑wide behavior support systems, including Positive Behavioral Interventions and Supports (PBIS) and other proactive student support frameworks. Student accountability, behavior intervention, and re‑entry practices that support student growth and successful reintegration into the school environment. Trauma‑informed approaches and the impact of adverse experiences on student behavior, engagement, and learning. Strategies for promoting positive school climate, student belonging, attendance, and school connectedness. Methods for identifying barriers to student success and connecting students and families with appropriate supports and resources. Cultural responsiveness and practices that support diverse student populations, including Native American students and families. School safety practices and procedures for supervising students in educational settings. Applicable federal, state, tribal, and district laws, policies, procedures, and regulations related to student conduct, confidentiality, student records, and privacy. Effective communication, collaboration, and relationship‑building techniques for working with students, families, staff, and community partners. Recordkeeping, documentation, and reporting practices related to student support and behavioral interventions. Basic computer applications and technology used in educational settings, including email, word processing, data entry, and student information systems.

ABILITY TO

Establish trust, rapport, and positive working relationships with students from diverse backgrounds. Effectively engage, mentor, motivate, and support students experiencing academic, behavioral, social‑emotional, attendance, or engagement challenges. Maintain a calm, professional, and solution‑focused demeanor during difficult situations, conflicts, or behavioral incidents. Exercise sound judgment when responding to student concerns and determining when additional support or administrative involvement is needed. Facilitate productive conversations that encourage student reflection, accountability, problem‑solving, and personal growth. Promote positive student behavior and reinforce school expectations in a consistent, respectful, and constructive manner. Effectively supervise students in a variety of school environments while maintaining appropriate safety, structure, and engagement. Recognize indicators that a student may require additional academic, behavioral, social‑emotional, attendance, or community‑based support and make appropriate referrals. Collaborate effectively with administrators, teachers, counselors, intervention staff, families, and community partners to support student success. Communicate clearly and professionally, both orally and in writing, with students, families, staff, and community members. Maintain professional boundaries while serving as a trusted adult and positive role model for students. Organize, prioritize, and manage multiple responsibilities while responding to changing student and school needs. Accurately maintain records, documentation, and reports while meeting established timelines and confidentiality requirements. Demonstrate cultural humility, professionalism, and respect when working with students, families, staff, and members of the Puyallup Tribe and broader community. Work independently with minimal supervision while contributing effectively as a member of a collaborative student support team. Adapt to changing circumstances and respond effectively to the diverse and evolving needs of students and the school community.

REPORTING RELATIONSHIP

Building Principal or designee

PHYSICAL DEMANDS

Employees may be required to sit or stand for extended periods and perform tasks involving reaching, talking, hearing, bending, stooping, twisting, squatting, kneeling, and fine motor coordination. This position may require regularly lifting or moving up to 50 pounds and occasionally up to 75 pounds, with appropriate assistance or equipment as needed.

WORK ENVIRONMENT

Work is primarily performed in an indoor educational environment with moderate noise levels. Employees may work in and/or proximity to classrooms, students, and standard office or instructional equipment. Conditions may vary based on program needs.

SOVEREIGN IMMUNITY NOTICE

Chief Leschi Schools operates under the authority of the Puyallup Tribe of Indians. Employment is governed by Tribal law and policy and does not create a contract of employment. Nothing in this job description or related materials shall be construed as a waiver of CLS’s or the Tribe’s sovereign immunity.

INDIAN PREFERENCE & EQUAL OPPORTUNITY STATEMENT

Chief Leschi Schools is an equal opportunity employer operating under the authority of the Puyallup Tribe of Indians. Employment decisions are made in accordance with Tribal law, including applicable Indian preference requirements. Chief Leschi Schools provides employment opportunities without unlawful discrimination as defined by Tribal policy and aligns with applicable federal requirements where expressly required under law or the State‑Tribal Education Compact. Nothing in this statement shall be construed as a waiver of CLS’s or the Tribe’s sovereign immunity. #J-18808-Ljbffr Young World Physical Education