Re Entry Jobs in Georgia (NOW HIRING)

Organizational Overview:

KIPP Atlanta Schools is part of the KIPP (Knowledge is Power Program) national network of free, open enrollment, college-preparatory schools dedicated to ensuring that every child grows up free to create the future they want for themselves and their communities. There are 280 KIPP schools in 21 states and the District of Columbia serving more than 175,000 scholars and alumni. KIPP Atlanta currently operates 11 schools including five primary schools, six middle schools and one high school, as well as KIPP Forward which supports scholars on their journey to a choice-filled life. We are a social justice organization and our vision and mission require the work of dedicated, bold and skilled leaders, educators, and support staff who are committed to serving as the catalyst for joyful, academically excellent schools and the foundation for building a more just and equitable world for our scholars. 

What We Value:

• Good Decision-Making: “I make thoughtful decisions in alignment with my school’s and organization’s values.”
• Peer Accountability: “I hold all Big KIPPsters accountable to our schools’ and organization’s values, standards, and expectations.”
• Excellence Always: “I do all aspects of my work with excellence - the big and the little things, the parts being monitored as well as those not monitored.”
• Communication is Key: “I communicate with both honesty and love. How I communicate nurtures courage, belonging, partnership, and progress toward our promise to KIPPsters and families.”
• Scholars Over Everything: “I put our scholars first, 100% of the time, without fail. I quickly resolve any and all adult-centered concerns and qualms to reserve my individual and our collective time and attention for our KIPPsters.”
• Walk Trumps Talk: “I chose this social justice career. And so, I behave in alignment with my choice. My behaviors match our promise to our scholars and families.”
• “Us” Only: “I belong to every member of our organization, and every member of our organization belongs to me. I choose unity always - in both the good times and hard times.”

 Job Summary:

The Social-Emotional Learning Coach supports the execution of KIPP Atlanta Schools’ whole-child, culture, mental health, and wellness priorities across a defined portfolio of schools by translating regional priorities into consistent, high-quality campus practice. This role strengthens school-based systems that promote scholar well-being, belonging, prevention, re-entry, supportive learning environments, and instructionally protected time through job-embedded coaching, professional learning, data-informed consultation, implementation support, and family/community resource coordination. The SEL Coach monitors fidelity, identifies trends, elevates school needs and barriers, and helps ensure schools have the tools, routines, and adult practices needed to strengthen scholar wellness, engagement, attendance, behavior, and belonging. 

Job Responsibilities:

• Advances KIPP Atlanta Schools’ whole-child, SEL, mental health, and wellness priorities across assigned schools by supporting consistent, high-quality implementation at the campus level.
• Strengthens school-based systems that promote scholar well-being, belonging, emotional regulation, prevention, re-entry, and supportive learning environments.
• Supports the implementation, monitoring, and continuous improvement of SEL instructional resources, wellness routines, and student support structures.
• Partners with school teams to identify scholar needs and align appropriate interventions, referrals, supports, and community-based resources.
• Monitors implementation trends, identifies barriers, and elevates key insights to strengthen regional planning and school-based execution.

Measures of Success:

• Consistent implementation of SEL, mental health, and wellness practices across assigned schools, as evidenced by walkthrough data, implementation look-fors, coaching notes, and school-based action plans.
• Increased fidelity in the use of SEL instructional resources, wellness routines, and student support structures across assigned campuses.
• Timely identification and elevation of implementation trends, barriers, and school needs to inform regional support, planning, and continuous improvement.

• Supports the implementation of PBIS practices that reinforce positive scholar behavior, strengthen adult consistency, and protect instructional time.
• Coaches school teams in prevention-first culture practices, classroom routines, re-entry supports, restorative responses, and supportive behavior interventions.
• Supports school-based CARE teams in using attendance, behavior, wellness, and climate data to identify trends, determine root causes, and drive aligned next steps.
• Participates in and supports school teams focused on strengthening climate, culture, attendance, scholar engagement, and overall student well-being.
• Helps schools build systems that reduce exclusionary responses and increase scholar access to safe, predictable, affirming, and instructionally focused learning environments.

Measures of Success:

• Improved school climate and scholar belonging, as reflected in culture data, student/staff feedback, attendance trends, and reductions in repeated behavior concerns.
• Strengthened CARE team systems, including consistent meeting cadence, data review routines, aligned interventions, documented next steps, and follow-through on scholar support plans.
• Increased fidelity in PBIS-aligned practices, prevention-first routines, re-entry supports, and supportive behavior interventions across assigned campuses.

• Provides job-embedded coaching to school-based staff to strengthen SEL, PBIS, wellness, and supportive classroom practices.
• Designs and facilitates professional learning aligned to school needs, including mental health awareness, trauma-informed practices, Youth Mental Health First Aid, crisis prevention, classroom supports, and wellness implementation.
• Supports staff in developing strategies, routines, and modifications that respond to scholars’ social, emotional, behavioral, and academic needs.
• Partners with school teams to assess adult learning needs and develop tools, workshops, and resources for staff, families, and caregivers.
• Builds sustainable school-level capacity through modeling, consultation, feedback, resource development, and implementation support.

Measures of Success:

• Increased staff capacity to implement trauma-informed, prevention-first, and supportive classroom practices through coaching cycles, professional learning participation, and evidence of adult practice change.
• Improved quality and consistency of adult practices that support SEL, PBIS, wellness, classroom culture, and scholar belonging.
• Consistent execution of coaching cycles, professional learning sessions, consultation routines, and follow-up supports.

Crisis Response, Documentation & Community Resource Coordination    10%

• Supports schools during crisis events and recovery processes in alignment with regional guidance, school-based protocols, and student support best practices.
• Assists with prevention and intervention activities, including consultation around student risk concerns and coordination with appropriate designated staff.
• Maintains clear documentation related to student supports, intervention implementation, progress monitoring, and school-based wellness needs.
• Communicates with families, staff, and community partners as appropriate to support scholar well-being and access to services.
• Develops and maintains community resource lists and partnerships to strengthen referrals, family engagement, and wraparound supports.

Measures of Success:

• Stronger crisis prevention, response, and recovery practices, as evidenced by timely consultation, clear documentation, adherence to protocols, and effective post-crisis support planning.
• Clear and timely documentation of student supports, interventions, progress monitoring, and wellness-related needs.
• Improved coordination with families, staff, and community partners to support timely access to services and wraparound supports.

Required Qualifications

• Bachelor’s degree or higher in education, psychology, counseling, social work, public health, student support services, or a related field.
• Minimum of 3–5 years of successful experience supporting students’ social, emotional, behavioral, mental health, or wellness needs in a school-based setting.
• Demonstrated experience implementing SEL, PBIS, trauma-informed practices, student support systems, school climate initiatives, or tiered intervention structures.
• Strong understanding of student mental health and wellness needs, including prevention, early intervention, referral pathways, crisis response, and re-entry supports.
• Knowledge of tiered intervention practices, brief counseling strategies, behavior support practices, and school-based crisis prevention/intervention.
• Ability to coach and influence adult practice through observation, feedback, modeling, professional learning, consultation, and implementation support.
• Ability to analyze attendance, behavior, wellness, climate, and student support data to identify trends and recommend aligned next steps.
• Strong communication, facilitation, and relationship-building skills, with the ability to collaborate effectively with school leaders, staff, families, community partners, and regional teams.
• Demonstrated commitment to confidentiality, professional ethics, sound judgment, and the responsible handling of sensitive student and family information.
• Ability to maintain consistent, reliable presence across assigned school sites and respond flexibly to school-based needs, including crisis support when needed.

Preferred Qualifications

• Master’s degree in education, counseling, social work, psychology, public health, educational leadership, or a related field.
• Valid Georgia educator certification, counseling certification, social work licensure, or other relevant professional credential.
• Prior experience supporting SEL, PBIS, mental health, wellness, or school climate initiatives across multiple schools.
• Training or certification in Youth Mental Health First Aid, trauma-informed practices, suicide prevention/intervention, restorative practices, crisis response, or related student support frameworks.
• Experience working with students who require exceptional student education services and/or scholars with intensive social, emotional, behavioral, or mental health needs.
• Experience developing and facilitating professional learning for adults, including school leaders, teachers, counselors, social workers, culture teams, families, or caregivers.
• Strong knowledge of school-based confidentiality expectations and applicable regulations, including FERPA and HIPAA, where applicable.
• Experience building partnerships with community-based organizations, mental health providers, family support agencies, and wraparound service providers.

Compensation & Benefits:

Compensation is competitive and aligned with KIPP Atlanta Schools’ leadership salary bands. The salary range for this role is $60,000–$110,000 and is based on experience, qualifications, and internal equity. Most new hires are placed in the lower to mid-range of the salary range. Placement near the top of the range is uncommon at hire and reserved for individuals who exceed role qualifications through depth of expertise, leadership maturity, and proven results leading complex initiatives with sustained, organization-level impact. A comprehensive benefits package is offered, including health insurance, retirement options, paid time off, and professional development opportunities. 

KIPP Atlanta Schools offers a competitive benefits package that includes:

• 15 days of Paid Time Off, in addition to identified holidays 
• Comprehensive health insurance (medical and dental), life insurance and optional short and long term disability
• Counseling and Telehealth Options
• Paid Parental Leave 
• Participation in Georgia retirement plan and an optional 403(b) retirement plan.

Location & Work Conditions:

This position requires:

• Regionally managed; assigned to a school site(s) for the school year (regular presence on campus).
• Regular presence on the assigned campus and in classrooms, with periodic regional meetings and cross-school collaboration as directed by regional TL&L.
• This role requires schedule flexibility based on coaching cycles, collaborative planning, professional learning, and school needs; occasional evenings may be required
• This position requires routine physical activity associated with normal office environments. 
• This position may require the ability to lift and carry objects weighing up to 25 pounds.
• Ability to engage in school-based activities requiring standing, walking, and mobility

KIPP Atlanta Schools is an equal opportunity employer. We are committed to building a diverse and inclusive team and do not discriminate on the basis of race, color, religion, national origin, age, disability, gender, sexual orientation, or any other legally protected status.