Job Title: Elementary Positive Culture Coordinator(s) - 31aa Reports To: District Wellness Coordinator Location: Assigned Elementary School Building(s) Hours: Full-Time, FTE 1.0 Number of Positions: Six (6) Union Affiliation: Non-Affiliated Duration: 10 month work year; 182 days (includes all student instructional days, DPPD days and 2 additional days TBD) Wages: $38,000- $40,000 annually SUMMARY This position plays a vital role in cultivating positive, welcoming school environments where all students feel a genuine sense of belonging under the auspices of the 31aa State Mental Health Grant. Guided by the Portrait of a Highlander, the Positive Culture Coordinator will align efforts that foster environments of belonging and connection across elementary schools including: restorative practices and Positive Behavior Interventions and Support (PBIS) initiatives. The role involves collaborating closely with school administrators, staff, families, and the district wellness team. RESPONSIBILITIES: Collaborate with administration and staff to develop, implement, and monitor school-wide positive culture using restorative practices and PBIS initiatives. Provide support for staff regarding school-wide restorative practices and Positive Behavior Interventions and Support. Facilitate restorative circles, re-integration circles, and positive behavior celebrations. Collect and analyze data on these initiatives to measure impact and identify areas for improvement Serve as a liaison between the school and the District Wellness Coordinator for these aligned initiatives. Participate in MTSS teams as necessary, and support the implementation of intervention and support plans. Utilize de-escalation techniques when intervening with students. Participate in monthly professional learning communities facilitated by the District Wellness Coordinator. Meet regularly with the building administrator and counselor(s) to provide updates on student progress/concerns and intervention plan(s). Regular in-person attendance. Other duties as assigned. QUALIFICATIONS Bachelor’s degree from an accredited college or university. Training and experience in Positive Behavior Interventions and Supports and/or Restorative Practices preferred. LEADERSHIP: Demonstrates leadership in the ability to communicate a clear vision and to work cooperatively with others to attain the vision. Demonstrates a willingness to take professional risks to improve opportunities for students. Demonstrates a willingness to advance learning through professional development opportunities. LANGUAGE SKILLS: Ability to effectively present information and respond to questions from administrators, students, staff, parents and the general public consistent with the duties of this position. Ability to read and interpret documents such as journal articles, governmental forms and handbooks and is able to follow instructions. Superior ability to express oneself clearly; both orally and in writing. Excellent grammar, spelling, and punctuation skills. MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure consistent with the duties of this position. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations consistent with the duties of this position. REASONING ABILITY: Ability to solve complex problems and deal with variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form consistent with the duties of this position. Exhibits a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude. Ability to work well under pressure. Ability to see tasks through to a successful conclusion. INTERPERSONAL SKILLS: Possess excellent communication skills with a client-centered focus. Ability to build rapport with others and to serve a diverse population. Ability to work with individuals and groups of students to support academics and behavior management. Ability to establish and maintain effective working relationships with students, parents, staff members, and the school community. Ability to take the initiative, work well with others as a collaborative team member, and exhibit good communication skills. Excellent interpersonal skills with ability to effectively communicate, speak clearly, and communicate thoughts succinctly. KNOWLEDGE AND SKILLS:Strong understanding of using data to maximize student learning, prioritize needs, and assess programs. Knowledge of Michigan Department of Education rules and regulations pertaining to the discipline of general education and special education students, including appropriate timelines required for action. Ability to perform duties with awareness of all District requirements and Board policies. Professional demeanor in appearance and behavior. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions and perform duties and tasks at expected levels of professionalism with minimal supervision. Ability to learn new skills, flexibility and willingness to perform a variety of tasks. Proficient in problem solving skills. Accurate and detail oriented. Ability to work well with others including the administrative and support staff team, and follow written and oral directions. Ability to work without direct supervision. TECHNICAL SKILLS: Ability to use both personal computer (PC) and Macintosh platform devices and applications in a networked environment. Strong knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software), Google platform applications (Classroom, Docs, Sheets) and others are required. Ability to create documents that are well organized and display information that is logical and graphically appealing. Ability to multitask and meet deadlines. Ability to organize, prioritize, and work independently, as well as cooperatively with diverse groups. Attention to detail and ability to edit documents to ensure error free communication. Excellent organizational skills. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see, and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move at least twenty-five (25) pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public/staff/students. ENVIRONMENTAL ADAPTABILITY The work environment characteristics described herein are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. Occasionally, the employee may be required to be outdoors for a short period of time traveling to different school buildings, and will therefore be subject to varying weather conditions, for purposes of accomplishing the essential functions of this job. TERMS Salary and other employment conditions are to be established by the Board of Education. The salary for this position is within the $38,000 - $40,000 range per year plus benefits. The work year is consistent with the teacher work year and includes all student days, district provided professional development days and two additional days of professional learning to be scheduled by the supervisor. FUNCTIONS OF POSITION DESCRIPTION This position description has been prepared to define the general duties of the position, provide examples of work, and to detail the required knowledge, skills, and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct, and control the duties of employees under supervision. Howell Public Schools retain and reserve any and all rights to change, modify, amend, add to, or delete from any portion of this description in its sole judgment at any time. This position description is not a contract for employment. The Howell Public Schools District is a drug-free workplace and District policy requires drug testing for all potential employees. The employee shall remain free of any alcohol or non-prescribed controlled substances in the workplace throughout his/her employment in the District. The Howell Public Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. It is the policy and commitment of the Howell Public Schools District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, Executive Order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent State and Federal regulations.