Social Emotional Coach

Job Profile Summary
The Social Emotional Coach is responsible for supporting students receiving emotional support services in achieving their educational, social, and emotional goals. The Social Emotional Coach will work collaboratively with program staff to help students feel safe, secure, and ready to learn.


Essential Job Functions
Be kind, considerate, and compassionate
Project an up-beat, positive attitude
Be honest, be on time, and be reliable (kids are counting on you)
Be a role-model for what it means to treat others with dignity and respect
Build good working relationships with your student(s) and their teachers
Work collaboratively with teachers to support students' growth and development
Be willing to seek and accept advice, guidance, support, and feedback
Assist teachers with implementing school-wide and class-wide positive behavior initiatives as appropriate
Support students in displaying and maintaining on-task and pro-social behavior
Support students in completing assigned work
Support students in transitioning from one location or activity to another
Follow student-specific treatment, teaching, or lesson plans to support students in achieving their academic, social, and emotional goals
Support students with activities of daily living as appropriate (e.g., eating, brushing teeth, toileting and other hygiene/personal care activities as appropriate)
Collect data on students' academic, behavioral, and social goal, as well as other documentation as required by funder and/or AES
Adhere to confidentiality and performance standards established by funder and AES


Additional, Program-Specific Job Functions
Be present in classroom to support and mentor other program staff by being a direct role model of the of the skills and attitudes the program seeks to advance
Work collaborative with ES Teachers and BCBA Coordinator, to ensure everyone is working on weekly and monthly “Target Topics”. The SE Coach will take the lead implementing these initiatives with students by virtue of meeting with students individually and in small groups. Document session with hard data and session notes.

Work collaboratively with ES Teachers and BCBA Coordinator to identify and resolve concerns related to student and staff performance. Offer in-the-moment feedback/support to other staff members to help avoid power struggles with students.
Coach staff and students alike on “pushing the pause button” when things are getting hot.


Work collaboratively with ES Teachers and BCBA Coordinator to push in to general education classes to support the implementation of core antecedent and reactive strategies, student-specific SDIs and PBSP. Offer in-situ coaching to general education teachers and other staff members on relevant strategies and plans.


Support the maintenance of resources used by program staff to advance initiatives of the program.
Collect, and support the collection of ongoing, relevant data on students’ performance.
Collaborate with Teachers and BCBA to ensure data are summarized in a timely manner (i.e., data entry)


Requirements
Bachelor’s degree, preferably in a related field
At least three years of directly relevant experience


Preference
Experience working with students aged 6-21 who received special education services under the disability category of emotional disturbance


Additional state and/or local requirements
Background checks as stipulated by local and/or state requirements (e.g., child abuse clearance, criminal history report, etc…)
First aid and/or CPR certification as stipulated by local and/or state requirements (can be completed after hire during orientation week)
Registration or certification as required by state requirements.
Ongoing continuing education hours as stipulated by local and/or state requirements.


Other Skills/Abilities
Adhere to confidentiality standards and professional boundaries at all times.
Support student(s) in using technology and adaptive devices they need to complete schoolwork, communicate, and navigate throughout the school.
Demonstrate attentiveness, the ability to stay focused, and attention to detail.
Possess good oral, written, and interpersonal communication skills.


Physical Requirements
Must be able to speak, write, read and understand English.
Must be able to travel to/from school/job location on a consistent and timely basis; company does not provide vehicles or transportation.
Frequent lifting, carrying, pushing, or pulling, up to 25 pounds.
Occasional lifting, carrying, pushing, or pulling up to 50 pounds.
Prolonged walking, standing, bending, kneeling, reaching, twisting.
Must be able to sit and kneel on the floor and stand up independently.
Must be able to climb stairs.
Must have visual and hearing acuity.
Must have strong sense of smell and touch.
Must be able to sufficiently reposition students and move equipment without assistance.
Must have sufficient strength and manual dexterity to safely operate equipment, including grasping and manipulating small objects.
Must be able to appropriately respond physically and mentally to emergency situations. This may require physical strength, agility, and ability to function under stressful circumstances to evacuate a patient, to provide physical support to the suddenly weak or disabled student, or to perform one-man CPR for a prolonged period.
Must be able and willing to wear personal protective equipment as needed.


Environment
Must be able to function in a wide variety of environments which may involve exposure to allergens and other various conditions.
Possible exposure to blood, bodily fluids and infectious diseases.


Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee.
As an employer accepting Medicare and Medicaid funds, employees must comply with all health-related requirements in all relevant jurisdictions, including required vaccinations and testing, subject to exemptions for medical or religious reasons as appropriate.