Re Entry Program Manager Jobs in Madison, WI (NOW HIRING)

STARTING WAGE: $51,205+ annually (based on experience)  

SUMMARY:

The RP Coach will work with a variety of school and district-based staff and community partners to improve district and school culture, increase attendance and academic achievement for identified students, reduce suspensions for identified students, and will support the school-wide implementation of restorative practices by developing and facilitating professional development as well as assessing and evaluating progress.  The RP Coach provides site-based professional development and workshops for a variety of stakeholders while emphasizing and modeling equitable and culturally responsive practices.  The RP Coach will be trained in Restorative Justice and will oversee the implementation of Restorative Justice programming at the school site.
ESSENTIAL DUTIES & RESPONSIBILITIES include the following:
School

• Provide training, modeling, consultation, coaching, & technical support to staff and students in facilitation of school-wide Restorative Practices, including Restorative Conferences, Restorative Conversations, Community Building Circles, Peer Circles, Entry/Re-Entry Circles, Peacemaking Circles (Conflict Resolution), Circle of Support and Accountability Circle (includes Administrators, Staff, Family, Student, Peer, Campus Supports), etc.
• Respond to incoming Restorative Justice (RJ) referrals to assess appropriate response.
• Conduct intake assessments for Restorative Conferences and Circles. Prepare participants, contact caretakers/guardians to invite or inform, send confirmation notices, facilitate the RJ process, develop agreed-upon plan for resolution, and conduct follow-up.
• Distribute and collect consent forms from participants in intensive circle or conferencing processes.
• Facilitate, co-Facilitate or support Admin or Staff in all circles on campus including Teacher-Student or Caretaker-Teacher/Staff circles.
• Provide participants, parent/caregiver, and appropriate staff with agreement/outcome of the restorative process.
• Follow up on all restorative meetings to ensure agreements are upheld.
• Facilitate transitions to and from alternative education placements (including detention, in-school, out-of-school, and/or post-expulsion return to school support).
• Work with school teams, including, but not limited to, Positive Behavior Intervention Support (PBIS), Equity, Leadership, Equitable Multi-Level Systems of Support (EMLSS), and Data teams to collaborate and strengthen current practices.
• Support the implementation of Developmental Designs practices schoolwide.
• Maintain a daily activity log for the purpose of preparing a report at the end of the week and a summary report at the end of each grading period.
• Maintain an active file on each student receiving Restorative Justice services to facilitate delivery of appropriate interventions and social services.
• Work with school staff to analyze data to identify racial and other disparities and collaboratively work to develop improvement plans to interrupt disproportionate practices.
• Coordinate restorative community service opportunities.
• Build relationships with students and staff in and outside of the classroom within the school.

Community Engagement 

• Offer training and support to caregivers and community groups in facilitation of Restorative Conferences, Conflict Circles, and Circles of Support/Accountability.
• Through Restorative/Family Group Conferences, initiate and collaborate with student services staff for referrals for students and their family to outside services.
• Maintain relationships with students and their family in the case of a removal to support the student during their absence to provide a healthier re-entry process.
• Maintain a healthy working relationship with School Resource Officers and Neighborhood Navigators to strengthen community and school relationships and support.
• Engage in community events, meetings, etc.
• Facilitate community circles to build healthier relationships with neighbors, family, students and local organizations/resources.
• Provide regular Restorative Justice updates at school and district meetings.

QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
SPECIAL KNOWLEDGE/SKILLS

• Theoretical and practical understanding of Restorative Justice processes with the school system
• Knowledge of equity issues in current education reform
• Demonstrated personal and professional commitment to equity and inclusion
• Demonstrated experience and success working with diverse and underrepresented youth and communities
• Ability to facilitate difficult conversation with both youth and adults
• Ability to work as part of a team and to manage collaboration with a wide range of individuals and entities
• Ability to work through conflict with co-workers and volunteers
• Ability to develop and implement short and long range goals
• Ability to work under pressure and effectively diffuse crisis situations
• Ability to handle multiple priorities and complete tasks/projects in accordance with stated deadlines

EDUCATION and/or EXPERIENCE:
Bachelor's Degree in Education or a related field (language arts, mathematics, science, social studies, social work, etc.) or five (5) years of education experience or a combination of both which demonstrates the  ability to perform at a proficient level within the field of education.
COMMUNICATION AND LANGUAGE SKILLS:
Ability to effectively present information and respond to questions from groups of students, peers, administrators, caretakers, and the general public.  Ability to effectively lead and navigate interpersonal discussions and conflict, including the ability to diffuse stressful situations through verbal redirection.  Ability to read, analyze, and interpret general education periodicals, professional journals, school and district policies, technical procedures, or governmental regulations.     
PHYSICAL ATTRIBUTES:
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. Regularly required to sit, stand (for prolonged time frames up to 6-8 hours), walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds.
WORK ENVIRONMENT:
The work environment characteristics described here are representative of this 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.
CERTIFICATES, LICENSES:
Valid driver's license. 
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.