Coach.Advocacy Center - Warner Elementary (2026 - 2027)

Advocacy Center Coach

The Advocacy Center Coach manages the Advocacy Center, a designated regulation space to support wellness for elementary students in emotional crisis or conflict who need short-term trauma-informed and restorative care. The Coach will work directly with students to support emotional and behavioral regulation through breathing, movement/yoga, connection, and other calming strategies; unpacking the effects of strong emotions, stress or trauma-related events; developing pro-social skills; establishing and restoring relationships, and repairing harm caused. The Coach provides a short-term intervention by supporting students with (1) stress reduction and emotional regulation; (2) reflection and conversation, (3) accountability action (only when needed), and (4) re-entry support back to the academic setting. Duties will also include working closely and effectively with classroom teachers and school-based staff as well as a variety of MNPS district staff; assisting with the collaborative referral process as necessary to meet student needs (alongside other stakeholders); and maintaining required data, monitoring the course of individual student supports and outcomes, and tracking and monitoring program success.

What you will do:

• Manages the Advocacy Center, a dedicated space open daily and designed to support student wellness through de-escalation, activities to support emotional and behavioral regulation, connection and relationship building, accountability actions (when needed), and successful re-integration in the classroom learning environment
• Receives referrals from students and school staff, and delivers Advocacy Center Services to individual students.
• Documents and monitors student activities while in the Advocacy Center, and collects and maintains required data about Advocacy Center services and programming.
• Collaborates with classroom teachers to support successful re-entry and re-integration in the regular classroom setting. Collaborates with a variety of other school-based staff and district administration to support Advocacy Center, school, and district goals. May participate as part of a team to develop individualized student plans and assist with the collaborative referral process alongside other stakeholders.
• Receives training that guides daily practices in ACEs and Trauma Informed School Practices, De-escalation, Restorative Practices, Mindfulness and Yoga, Implicit Bias, Social Emotional Learning, Behavior Supports, and other related trainings
• Attends district meetings and trainings one day per month. May attend quarterly Student Support Services Department Meetings.
• Participates in school-level MTSS leadership team meetings to review data, monitor progress, and evaluate the program to determine the efficacy of care
• May conduct re-entry meetings for students returning from short-term or extended absences from the school environment.
• May participate in teacher planning meetings monthly or as needed. May participate on School Crisis Intervention team

Education Qualifications:

• Bachelor's Degree Or equivalent degree in Education, Special Education, Social Work, Psychology, Mental Health or related program Required

Experience Qualifications:

• Minimum of two years related experience working with K-12 youth. Preference given to candidates with experience in education, particularly elementary education Required

Skills and Abilities:

• The requirements listed below are representative of the knowledge, skill, and/or ability required.
• Strong collaboration and interpersonal skills, as evidence by the demonstrated ability to relate and interact positively with students and families, teachers and school staff, school and district administrators, central office staff, and the general public
• Communicates effectively in written and oral form
• Ability to problem solve and troubleshoot for continuous quality improvement
• Ability to support students and staff in problem solving through difficult situations
• Ability to participate in a coaching process, including highlighting successes and receiving constructive feedback, and effectively responding to feedback
• Ability to work effectively independently and as a part of a team
• Ability to exercise balanced judgment consistent with school, team, and district priorities