Positive School Climate and Family Engagement Coordinator

Job Description Hours/Time/Calendar: 8 am to 4 pm, follows Elementary Principal Calendar Effective: Immediately Reports to: Superintendent Position Summary The Positive School Climate and Family Engagement Coordinator is responsible for supporting the implementation of district-wide Positive Behavioral Interventions and Supports (PBIS) and behavioral systems within a Multi-Tiered System of Supports (MTSS) framework. This position provides leadership, professional development, and coaching to school teams to improve student behavior outcomes, increase family and community engagement, and strengthen school climate. The coordinator will also work with behavior support personnel, monitor implementation fidelity, and develop collaborative partnerships that promote whole child development. Job Responsibilities 31a Responsibilities PBIS and Behavioral Systems Support including: Lead the development, implementation, and continuous improvement of district-wide PBIS and behavior support systems within the Michigan MTSS framework Support the development of consistent, equitable behavior expectations across all schools Support training and implementation of tier I Social-Emotional Learning (SEL) activities at identified buildings Provide coaching based on fidelity data to ensure high-quality implementation of school-wide PBIS practices and behavior support systems Collaborate with building leaders and school teams to analyze behavior data and develop action plans that align with Tier I, II, and III interventions Provide training and ongoing coaching for behavior support paraprofessionals Collaborate with internal and external stakeholders to align supports to address academic, behavioral, social-emotional, and attendance needs General Fund Responsibilities Family Engagement Activities including: Assist Title I building principals and staff in the implementation of the school and family engagement activities per ESSA Sec. 1116. Create opportunities for ongoing staff training on the purpose and importance of family engagement. Partner with principals and staff to increase meaningful family engagement opportunities aligned to Michigan's Family Engagement Framework. Collaborate and support the building principal with supervision and performance monitoring of behavior support paraprofessionals. Collaborate with district and building leaders to develop and maintain community partnerships that enhance support for students and families. Qualifications Valid Michigan Teaching Certificate, Social Worker Certification, or School Administrator Certification required. Master degree or higher in Educational Leadership preferred. Non-Violent Crisis Intervention (CPI) trained or willing to be trained CPR certified or willing to obtain certification Specialized behavior training preferred Knowledge, Skills, and Abilities Extensive experience implementing PBIS and MTSS in a school or district setting Strong leadership, data analysis, and coaching skills Experience in designing and facilitating professional development focused on the needs of adult learners Training in PBIS, TFI administration, Restorative Practices, or related behavioral frameworks Knowledge of Michigan's MTSS Practice Profile and Family Engagement Framework Experience supervising staff or leading school improvement initiatives related to behavior, attendance, and family engagement Broad understanding of the MTSS/RtI structure as it relates to school climate and student behavior Knowledge of the implementation and application of MTSS/RtI model at the school site level Ability to use data for decision-making regarding students' needs Ability to design broad scale MTSS framework for adoption at all levels Ability to conduct professional development in all aspects related to MTSS/RtI, including philosophy, problem-solving methodology, system change, universal screening, progress monitoring, decision making, and intervention methods at all tiers for behavioral needs Ability to lead large and small groups through change efforts Strong written and verbal communication skills Ability to work collaboratively and communicate clearly with school and district administration Ability to establish positive relationships and work effectively with people from diverse backgrounds including students and staff. Must be able to bend, twist, stoop, and squat when assisting students, if needed. 50% 31a/50% General Fund Grant funded program services supplement and support but do not supplant or replace the general educational program of the school district. The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

WE ARE AN EQUAL OPPORTUNITY EMPLOYER