Restorative Practices Facilitator at Reading School District in Reading, PA

Job description

Position Title: Restorative Practices Facilitator Classification: REA Reports To: Building Principal/ Director of Student Support Services Position Goals: To develop and implement proactive and responsive restorative practices in order to foster a safe, supportive, and positive school culture. To develop systems that create strong school culture and train and support staff on utilizing restorative practices to remove barriers and provide the optimal learning experience for all students. ESSENTIAL FUNCTIONS: Other duties may be assigned. The essential functions of this position include, but are not limited to the following fundamental duties: - Demonstrates a working knowledge of Restorative Practices best practices and techniques. - Leads and facilitates the development, implementation, and evaluation of the Restorative Practices Program. - Completes IIRP Train the Trainer program in order to be able to train staff in Restorative Practices. - Demonstrates knowledge and application of developmental, learning, social justice, multi-cultural, equity based and trauma informed theory and evidence-based practices as they are related to Restorative Practices. - Demonstrates and models effective, trauma-informed interactions and communication that are appropriate to the ages, cultures, and developmental levels of the students to foster a positive school climate - Demonstrates and models effective, culturally sensitive, trauma-informed interaction and communication with community stakeholders, parents, guardians, and school staff that reflects - Consults with teachers, staff, and parents regarding meeting the developmental, social-emotional, behavioral, and academic needs of individual students or specific student groups. - Utilizes data from SWPBiS, SAP, attendance records, disciplinary referrals, and academic progress to assist building administration to: - Create goals and strategies, deliver evidenced-based interventions, and evaluate the impact of services. - Determine the need for and implementation of individual, group and school-wide behavioral expectations and supporting students and staff through restorative practices. - Gathers and shares information about evidence-based and/or high quality informational and programmatic resources, as well as multidisciplinary and community resources. ‘ - Collaborates with building administrators and building leadership teams to create effective systems that support school-wide culture and promote social, emotional, and academic learning for all students - Collaborates with building administrators and building leadership teams to align restorative practices and supports with the mission, vision, and core values of the building and District. - Collects data, provides progress reports, and participates in program evaluations to determine the efficacy of school- wide cultural systems. - Participates in MTSS / Core Teams, providing strategies to improve school outcomes by addressing barriers related to academics, social-emotional needs, mental health, and attendance. - Provides MTSS supports, interventions, and accommodations to individual students, according to individual students support plans. - Collaborates with teachers and other staff as needed, to create and implement intervention plans as needed. - Develops own capacity and that of faculty and staff by leading school-wide professional development on positive behavior supports and intervention/restorative practices necessary for optimal learning conditions. -Supports teachers in implementing the MTSS process, and restorative and intervention practices. - Develops educational and restorative practice materials and resources aligned to District policies, that support the needs of staff, students and parents. - Builds behavior-centered relationships with students, parents, teachers, and staff in order to aid students academically, socially, and culturally in order to build positive relationships within their school community.. - Mainta