Role Summary: The mission of the Student Success Coach is to respond to, support, educate, and

　　empower students with lagging social, emotional, and behavioral skills; to support and lead teachers

　　in including, educating, and serving said students in the classroom; and to support school

　　communities in being inclusive, celebratory, and responsive to every student, every day.

　　Summary of Essential Job Functions

　　Assist building administrators with responding to challenging student behaviors throughout the

　　school day. This includes: (a) Being an active member of each building’s crisis response team; (b)

　　Participating in verbal and physical de-escalation with students; (c) Debriefing with students and

　　staff following crisis situations; (d) Engaging in restorative practices.

　　Collaborate with teachers, administrators, instructional coaches, and school counselors to create,

　　implement, maintain, and review: (a) Student-specific emotional and behavioral support plans;

　　(b) Classroom Management plans; (c) Large and small group SEL interventions; (d) School-wide

　　goals and plans that support culture, climate, and well-being; (e) Data collection practices to

　　monitor the success and outcomes of interventions; (f) Coaching cycles related to behavior.

　　Student-specific emotional and behavioral support plans;

　　.

　　Attend training, read materials, and participate in professional learning surrounding social,

　　emotional, and behavioral health.

　　Model and reinforce the district’s social emotional framework and practices.

　　Coach teachers in the use of proactive and preventative behavior supports and restorative

　　practices.

　　Help coordinate resource allocation for at-risk students and families.

　　Provide and/or support learning opportunities for building staff regarding school and district-wide

　　initiatives related to student well-being.

　　Meet monthly with the Director of Student Services.

　　Collaborate with the instructional coaching team.

　　Maintain certification and proficiency in Nonviolent Crisis Intervention (CPI).

　　Other duties as assigned.

　　Minimum Educational, Job experience, and Role Requirements

　　Hold an Iowa Standard Teaching License

　　Evidence of commitment to continual professional growth

　　Minimum of three (3) years of successful teaching experience under contract with at least one

　　(1) of those years in the Cedar Falls Community School District

　　Teaching experience in multiple grade levels preferred

　　Experience with providing social emotional learning as well as with developing and

　　implementing behavior intervention plans

　　Able to develop and sustain close professional interpersonal relationships with adults andstudents

　　Ability to earn and maintain the trust of others

　　Understand and able to apply principles of adult learning, growth, and development

　　Ability to deliver and receive descriptive, constructive, direct feedback to peers

　　Excellent time management and organizational skills

　　Small-group facilitation skills

　　Training design, development, and delivery skills