Full Time Restorative Practice Jobs (NOW HIRING)

Description

Nexus Family Healing is looking to add a Restorative Practice Specialist to our team at New Dominion School, our on-campus school in Austin, MN!

Our Restorative Practice Specialist will work to empower students through social and emotional growth within the school setting to contribute to positive outcomes and brighter futures!!

At Nexus Family Healing, we embrace diversity, promote equity, and foster inclusion.

As a national mental health organization, we serve a diverse group of youth and families, and we strive for our workforce to support and represent that diversity.

SCHEDULE/PAY/LOCATION:

• Full-time, Monday - Friday on-site at New Dominion School on the campus of Nexus Family Healing
• Pay range - $21 - $23 per hour
• Located at: 1111 28th St NE, Austin, MN 55912

Nexus' Comprehensive Benefits Include: 

• Four weeks paid time off (PTO) in the first year of employment
• Multiple options for health insurance coverage
• No-cost life insurance
• Short/long-term disability insurance
• 401k match
• NEW - Talkspace Therapy Benefit for the whole family
• NEW - Hinge Health Benefit for the whole family
• NEW - Carrot Fertility Benefit
• Tuition assistance and training opportunities
• Advancement pathways and internal promotion
• And much more!

Position Summary: The Restorative Practice Specialist will develop a school-based restorative strategy that refocuses student behavior from disruption to self-reflection. The Restorative Practice Specialist will work to refocus student behavior by turning discipline into learning; providing students with opportunities to grow from their behavioral opportunities. This role will work to empower students through social and emotional growth, while meeting the goals of the Empowering Restorative Engagement Model (ERE Model). This position, develops, aligns, and delivers trauma informed care support, to ensure students in school, are able to engage in rigorous learning, and have a stable educational environment. 

Primary responsibilities:

Restorative Practice Planning

• In collaboration with the Administrative Team, develops restorative strategies, practices, and processes; creates supporting tools and resources to consistently apply and document restorative practices with students.  
• Builds trust, rapport, and credibility with school staff by providing tools, training and education pertaining to restorative practices; demonstrates the positive impact and benefits of a restorative and refocused approach. 
• Assesses restorative referral forms submitted by school staff/behavioral interventionists; asks follow-up questions relating to attempted tier one and two interventions and prepares for student refocused time. 
• Assesses student mood, body language and 'pulse', to determine if intervention and refocus time is needed.  
• Evaluates the emotional state of each student that enters the restorative room; determines the needs of each student upon arrival and greets students to ensure they feel safe, invited, and welcomed. 
• Creates a restorative room, environment and space that fosters patience, trust and is free from judgement.  

 Restorative & Refocus Room Action

• Collaborates and communicates with school staff to identify and transition students to the restorative setting/room; begins refocused activities, mediation, and return to learning. 
• Leverages restorative activities and training combined with a trauma informed care approach, to facilitate and council students on behavioral self-reflection; asks open ended questions to help student process behavior.  
• Acts as a liaison between student and school staff; identifies how escalation occurred and discusses how to prevent future classroom disruption; provides school staff with an alternate location to send disruptive students.  
• Mediates discussion between student and staff; uses restorative techniques, allowing the student and staff to acknowledge choices individual choices, create a development plan and mitigate future disruption. 
• Fosters balance and accountability by creating safe space with students; holds students accountable to their actions while continuing to focus on the greater picture of supporting social and emotional development.  
• Guides students to finds ways to improve behavior while instilling and solidifying positive interactions with trusted adults. 
• Works with students to complete reflection forms; guides students in identifying, understanding, and learning from disruptive behavior tied to intolerance, bullying, aggression, disrespect, truancy, and anger. 

School Atmosphere of Learning & Safety

• Maintains a strengths-based and trauma-informed care approach when working with school staff; infuses and applies restorative practices in classrooms by providing school staff with tools and information. 
• Responds to school-based behavior referrals to assist in determining appropriate restorative responses; follows up on restorative processes and ensures that all agreements among stakeholders are upheld. 
• Provides training and assistance to support the implementation of restorative practices in the school; provides school-based support for Restorative Circles, conferences, and meetings.  
• Develops training modules addressing restorative practices for school-based and non-school based staff; provides resources, allowing restorative practices to thrive at GPS/ EDS beyond the restorative room. 

Clinical, Behavioral & Educational Collaboration

• Analyzes and leverages data to identify and deliver school-specific targeted technical assistance and coaching, to build the capacity of school staff in: (a) implementation of the GPS/EDS student handbook & ERE Handbook and, (b) strategies/interventions to support student behavior and promote positive climate. 
• Supports the effective implementation of trauma informed care and restorative based disciplinary process. 
• Creates timelines for each restorative initiative; assesses and tracks project progress regularly, using various computer programs and tools while driving project completion and holding others accountable. 
• Collaborates with colleagues and management teams to determine opportunities for improvement; researches specific issues and develops detailed recommendations and implementation plans to resolve. 
• Advances the analysis, presentation, and progress of data-driven initiatives for school team and external audiences; communicates restorative program progress through data, to key groups and stakeholders. 
• Assigns interactive and relevant professional development to school staff designed to increase their knowledge and skills, in developing academic, social, and emotional support for students.  

Education/Recreation/Vocation Job Family Competencies:

• Customer Focus: Knowing the (internal and external) customer business needs and acting accordingly; anticipating customer needs, and giving high priority to customer satisfaction and customer service. 
• Adaptability: Maintaining effectiveness in reaching set goals by adapting to changed circumstances, tasks, responsibilities, and people. 
• Teamwork: Working as a Productive member of a cohesive group toward a common goal and contributing to team development and effective team dynamics. 
• Planning & Organizing: Setting priorities and defining actions, time, and resources needed to achieve predefined goals.  
• People Development: Having the ability to assess skill strengths and weaknesses of individuals and teams in order to determine what actions are appropriate to build and/or improve the needed skills.  
• Empathy & Self-Awareness: Demonstrates self-awareness by acknowledging & understanding one's own thoughts, feelings & emotions. Is attune to how each (thoughts, feelings & emotions) may impact one another, as we interact, communicate & engage with each other in our daily work or more emotion driven experiences & exchanges. 
• Fosters a Safe Space: Fosters a safe workplace or 'safe space' for Nexus youth, family, co-workers & employees to be vulnerable & share individual experiences in confidence, with acceptance & without consequence. 

Requirements

 Required Education and Licensure:

• High School Diploma with Paraprofessional Licensure Required. 
• Minimum of 1+ year experience in an educational setting that required behavioral based trauma informed care.  
• Valid driver's license required. Must meet state regulating agency and Home Office driving requirements.
• Must have the ability to build strong relationships with diverse individuals or communities and understand their unique needs and challenges.
• Must be open to meeting the cultural needs of individuals or communities, considering factors such as language, traditions, and values.
• Must successfully pass a MN criminal background check. 
• Successfully participate and complete a two-day Handle with Care exam and training.

Nice to Have:

• 2+ years' experience in an educational or residential setting requiring behavioral based trauma informed care. 
• 2+ years' experience in a setting with restorative justice practices. 
• 2+ years' experience working with middle school and/or high school students.  

At Nexus Family Healing, our voices and actions are focused on recognizing, affirming and respecting people of every race, ethnic background, socio-economic status, sexual orientation, gender expression and faith.

Our ICARE Values:

• Innovation: Leading the way and implementing creative, cutting-edge ideas and approaches
• Compassion: Listening, honoring differences, and showing respect, kindness, empathy care, and concern
• Agility: Exhibiting flexibility and adapting quickly
• Responsiveness: Being quick, positive, and accurate
• Excellence: Demonstrating quality results that surpass ordinary standards

APPLY TODAY TO BE CONTACTED BY OUR RECRUITING TEAM!  

When you work at Nexus, you have the opportunity to change lives - including your own!