Partner of Crisis Prevention and Response - Educational Services Center

Job Title

Partner of Crisis Prevention & Response

FLSA Exemption Status

Exempt

Classification Group

Professional Technical

Supervising Position

Director of Mental Health

Pay Plan

Professional Technical

Pay Range

Range 09

Last Updated

09/08/2026

Pay Information

Pay Information

Benefits Information

Benefits Information

JOB SUMMARY

Provide leadership in the implementation of Mental Health (MH) processes across more than 65 schools, supporting school mental health staff including social workers, psychologists, interns, and other qualified MH staffing in times of crisis prevention, active response, and postvention efforts. Lead the planning, revision, delivery, and evaluation of psychological safety training programs for MH staff and other key stakeholders across CCSD Partner with the Director and Assistant Director of MH to provide subject matter expertise, strategic vision, and leadership to fellow MH partners, contract providers, and school staff regarding crisis management and mental health support services. Collaborate with the Director of Mental Health, MH partners, and area security coordinators to respond to crisis situations and address safety concerns across all feeder area situations.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job Task Descriptions

1. Develop, implement, and periodically revise psychological safety professional development programs for MH staff members and other stakeholders. Maintain accurate records of psychological safety professional development as necessary.Daily20%
2. Develop a strong working relationship with building mental health providers and administrative staff across the district. Provide consultative or —in some, high-risk situations—direct support to school staff regarding assessment, intervention, and programming needs related to student psychological safety. Review high-level assessments to ensure teams and students receive support as needed. Provide technical assistance to school teams regarding best practice in psychological safety assessments.Daily15%
3. Provide consultation support to district personnel in areas of psychological safety. Sever as an on‑call resource for crisis support when needs emerge related to psychological safety. Monitor and review Safe2Tell reports and collaborate with the CCSD Safety & Security Department to ensure psychological safety needs are met.Daily15%
4. Collaborate with the Director of Mental Health to identify the district-wide psychological safety needs through the analysis of multiple data sets and research to support policy and practice revisions as needed. Coordinate the implementation of psychological safety procedures, monitor fidelity of assessments, and to ensure student’s safety needs.Daily10%
5. Collaborate with the Director and Assistant Director of MH to provide onsite management and expertise to building and district leadership in crisis response events. Provide leadership to the school/district crisis team in areas of communication, needs assessment, documentation, collaboration with community partners, and crisis intervention. Coordinate postvention efforts, psychological debriefing, and school‑wide recovery supports following critical incidents.Daily10%
6. Collaborate with departments of Safety & Security and Employee Wellness to review data, identify needs, and ensure clarity of roles and responsibilities before, during, and after crises.Daily5%
7. Collaborate with the Information Systems (IS) Department in ongoing development of various technological tools, such as the Student Support tile, Student Intervention Plan (SIP), and Salesforce reporting software. Assist in collection and maintenance of data at the district level.Daily5%
8. Administer grants along with the MH Director, Assistant Director, and partners that support psychological safety throughout the district.Daily5%
9. Collaborate with the Assistant Director in the vetting process of community service providers to meet student needs across the continuum of behavioral healthcare (including IOP, PHP, and inpatient). Maintain partnerships with agencies as appropriate and communicate these resources across the district. Represent the MH Department in various meetings with various professional and governmental agencies.Daily5%
10. Share district and school-level data at appropriate intervals throughout the year to ensure MH staff and district stakeholders understand the landscape of psychological safety and can provide support, resources, and attention as needed. Explore secondary research on school safety trends and best practice to share with the department and district throughout the year and to drive innovation within CCSD processes.Daily5%
11. Perform other duties as assigned or requested.Daily5%

REPORTING RELATIONSHIPS

This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS

• Criminal background check and fingerprinting required
• Master’s degree in school psychology, mental health counseling, social work, or similar field
• Five (5) years of professional work experience
• Colorado Department of Education (CDE) Special Services Provider (SSP) license, School Psychologist or Social Worker
• Valid Colorado driver’s license
• Experience with school-based mental health services with emphasis in crisis prevention and response
• Trained in—and experienced with—conducting psychological safety assessments
• Willingness to contribute to cultural diversity for educational enrichment.
• Willingness and understanding to be able to work with confidential information while deploying a high level of professionalism balancing the maintenance of confidentiality with matters of school safety
• Advanced problem-solving skills
• Advanced verbal and written communication and interpersonal relations skills
• Ability to plan, organize, prioritize, and meet deadlines
• Ability to adapt to shifting priorities, demands, and timelines
• Ability to work independently and collaboratively with others
• Ability to use tact and sensitivity in working with others at various levels within an organization
• Ability to establish and maintain effective relationships with diverse stakeholder groups
• Ability to make effective oral presentations and prepare concise written reports to a variety of audiences
• Advanced knowledge of typical office equipment such as telephones, copiers, computer, computer programs (spreadsheets, PowerPoint, google drive, email) etc.
• Ability to adhere to the professional ethical standards and guidelines developed by the National Association of School Psychology and the American Psychological Association
• Ability to promote and follow the Board of Education policies, district policies, and building and department procedures, protocols, and guidelines

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Work location is subject to change to meet the requirements of the organization
• Light work strength level (lifting or carrying up to 25 pounds)
• Primarily works indoors
• Frequent standing and walking
• Occasional bending and reaching
• Occasional lifting, pulling, and pushing
• Manual dexterity to operate a computer keyboard
• Repetitive motions
• Close, distance, color, and peripheral vision
• Visual concentration, depth perception, and ability to adjust focus
• Eye/hand coordination
• Speaking and hearing
• Concentrated reading/writing/mathematics
• Mental acuity to synthesize and analyze various datasets
• Constant exposure to students, staff, and the public
• Usually a quiet work environment
• May be required to travel within district boundaries
• Normal office environment
• Normal school district environment

DESIRED QUALIFICATIONS

• Experience working in the public sector, specifically public education
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Five (5) years of school-based mental health experience with emphasis in crisis prevention and response
• Intermediate to advanced knowledge of evidence-based practices and research in provision of psychological safety services and mental health practices for children through age 21
• Crisis response trainer of trainer certification
• Knowledge of laws and regulations pertinent to psychological safety services
• Knowledge of and formal training in trauma-informed care and evidence-based prevention and intervention in a school setting with both general population and special education students
• Colorado Department of Regulatory Agencies (CDORA) Psychologist (PSY), Nationally Certified School Psychologist (NCSP), Licensed Clinical Social Worker (LCSW) license, PhD, PsyD, or DSW