Support Staff - Position - Specialist Job Number 860####### Start Date Open Date 10/17/2024 Closing Date Student Wholeness Rooms are safe, inclusive spaces where students calm down and cultivate Social and Emotional Learning (SEL) skills that will enable them to thrive in the classroom and access a variety of academic, social, and emotional supports. Student wholeness rooms are a respite for students needing a break, a dedicated space for community building and peacebuilding using restorative practices (RP), and a center for students to access a variety of non-therapeutic, social, and emotional supports. Student wholeness rooms are expected to contribute to a more positive learning environment that is relationship-centered, promotes high academic and behavioral expectations, supports improvement in student growth and attendance, and reduces disciplinary referrals.By helping children build their SEL competencies and be more aware of their feelings, the Student Wholeness Specialist - Special Education will lead the implementation and management of the Student Wholeness Room(s) for children with a wide range of learning, mental, emotional, and physical disabilities. Recognizing that these students will require a variety of different services, modifications, and accommodations in their educational experiences, the Student Wholeness Specialist - Special Education seeks to prepare students to manage their behavior successfully by adapting and leveraging the tools and resources available within the Student Wholeness room and throughout the district.The Student Wholeness Specialist - Special Education will work closely with on-site related service providers, counselors, mental health support staff, teachers, administrators, and others to coordinate SEL support for students with low-incidence (sensory, developmental, and/or multiple severe) disabilities. Specifically, the Specialist will engage students working on communication, basic literacy, and functional skills for daily life. Additionally, s/he will collect, track, monitor, and analyze data trends to support school staff and administrators in understanding student needs, behaviors, referrals, room use, and resources. Specialist(s) will be instrumental in connecting students, staff, parents, and community members with effective resources for social-emotional well-being. The Student Wholeness Specialist implements the districtwide initiatives and model outlined by the Student Wholeness Office under the guidance of the Coordinator- Student Wholeness.This position does not require the Student Wholeness Specialist-Special Education to be a mental health professional or special education teacher. If the Specialist identifies a student in need of additional support, s/he will immediately refer the student to the appropriate, qualified staff rather than to the Wholeness Room.Essential Functions Supports Social Emotional Learning (SEL) and Restorative Practices (RP)
- Builds relationships with students, focusing on those referred to the Student Wholeness Room, develop an understanding of their support needs, and provide appropriate support.
- Assists students in developing awareness of and the ability to manage their behavior, including providing tools and cultivating skills for self-calming.
- Assists students, teachers, and classmates in welcoming a student back to their assigned classroom.
- Facilitates restorative processes between students and between students and staff, including proactive circles, peace circles, impromptu conferences, and restorative questions. (Responsive, formal conferencing strategies require consultation from the Coordinator-Student Wholeness or school-based coach for restorative practices.)
- Continues building relationships with referred students by checking in with staff and students through classroom visits.
- Cultivates school culture and climate by supporting new and transferring student and family orientations, back-to-school nights, and other school events.
Supports Academics
- Partners with classroom teachers to coordinate missed assignments for referred students.
- Supports teachers in identifying and integrating effective strategies for behavior management.
- Ensures students have access to high-quality academic materials when using the wholeness room.
Participates in Coaching, Professional Development & Team Meetings
- Participates in professional learning opportunities, coaching sessions, and meetings
Manages Processes, Operations, and Coordination with staff
- Collects, tracks, monitors, and analyzes data associated with student referrals to ensure effective reporting and use of data to support schoolwide SEL.
- Maintains log of all student, teacher, principal, and family communication.
- Maintains detailed work log highlighting tasks performed (i.e., interventions implemented, referrals addressed/managed, and other supports provided) and reports on work, as required.
- Meets regularly with the principal and other key staff to share trends regarding student needs, behaviors, referrals, and room use, as well as resource access.
- Participates in collaborative planning and/or support meetings, as requested, to support problem-solving and developing proactive strategies for meeting students' needs, especially those referred to the Student Wholeness Room.
- Serves as a member of the School SEL Core Team.
- Maintains the Student Wholeness Room as a neat and orderly space.
- Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board policies, and professional standards.
- Utilizes resources appropriately to complete work most efficiently; proactively communicates the status of work; participates and contributes fully as a team member; and exercises sound judgment and decision-making skills to resolve sensitive matters.
- Maintains confidential and sensitive information.
- Performs and promotes all activities in compliance with equal employment and non-discrimination policies; follows federal laws, state laws, school board policies, administrative regulations, and the professional standards.
Maximum Salary 71056.00 Minimum Salary 47097.00 Desired Qualifications
- Bachelor's degree or higher from an accredited college or university, preferably special education, communication sciences and disorders, or psychology.
- Previous experience working with students who have significant cognitive impairments, sensory deficits, and/or different types of physical disabilities, preferably in an urban school setting.
- Ability to demonstrate an advanced understanding of differentiation practices to meet students' learning, communication, sensory, and/or therapeutic needs.
- Ability to support students using multiple communication methods (i.e., AAC devices) and multi-sensory integration practices.
- Ability to assess student social and emotional well-being to support the student or refer them to appropriate staff and/or services.
- Ability to maintain a calm collected presence in potentially stressful, emotional, escalating, and/or challenging situations.
- Ability to prioritize and manage multiple tasks simultaneously.
- Ability to establish and maintain effective and appropriate working relationships with school staff, faculty, students, families, and community partners.
- Strong oral and written communication skills.
- Proficient in using computer applications and able to learn new skills associated with district-specific tools (e.g., Microsoft Office and Online Professional Learning software).
- Unless expressly stated otherwise with respect to the qualifications indicated in the position description, City Schools reserves the right to consider other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position.
- Ability to interact with diverse constituencies and convey complicated information tactfully and diplomatically.
- Ability to exercise independent judgment.
- Research skills, presenting and explaining policies and procedures, assembling data, preparing complex reports, and formulating and presenting recommendations.
- Ability to work collaboratively.
- Ability to develop and maintain strong working relationships with school system employees, managers at all levels, government agencies, and community stakeholders.
- Ability to multi-task, prioritize changing assignments, organize busy workload, meet deadlines, and work well under pressure while exercising excellent attention to detail.
Full time or Part time Full time Additional Details Qualified candidates for the above position must submit the following:
- Completed online application
- Resume that clearly demonstrates the above minimum qualifications. It is important that you include all experiences and education related to the position to which you are applying.
- Upload copies of all transcripts -undergraduate, graduate and all MSDE Certifications
- Must provide three (3) professional references to include: name, title, business address, e-mail address and phone number
- All documentation/certification necessary (scanned copies accepted) to substantiate minimum qualifications; must be uploaded into application
- All documentation must be scanned and uploaded to application
Benefits -- This position is eligible for benefits. To review the available options please see the information relevant to the union for this position by viewing the following link: Baltimore City Public Schools ( City Schools ) does not discriminate in its employment, programs, and activities based on race, ethnicity, color, ancestry, national origin, nationality, religion, sex, sexual orientation, gender, gender identity, gender expression, marital status, pregnancy or parenting status, family structure, ability (cognitive, social/emotional, and physical), veteran status, genetic information, age, immigration or citizenship status, socioeconomic status, language, or any other legally or constitutionally protected attributes or affiliations. Discrimination undermines our community's long-standing efforts to create, foster, and promote equity and inclusion for all. Some examples of discrimination include acts of hate, violence, harassment, bullying, or retaliation. For more information, see Baltimore City Board of School Commissioners Policies JBA (Nondiscrimination - Students), JBB (Sex-Based Discrimination - Students), JICK (Bullying, Harassment, or Intimidation of Students), ACA (Nondiscrimination - Employees and Third Parties), ACB (Sexual Harassment - Employees and Third Parties), ACD (ADA Reasonable Accommodations), and ADA (Equity), and the accompanying City Schools Administrative Regulations. City Schools also provides equal access to the Boy and Girl Scouts and other designated youth groups. Link to Full Nondiscrimination Notice.This position is affiliated with the Paraprofessionals and School Related Personnel (PSRP) bargaining unit. This position is affiliated with the City Retirement Plan.