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Sel Coach Jobs in Wisconsin (NOW HIRING)

ACCEL Schools

Intervention Specialist

Wausau, WI · On-site

$47K - $55K/yr

... SEL). Montgomery Preparatory Academy is part of ACCEL Schools, an established network of public ... coaching environment based on frequent observations, debriefs, action planning, and progress ...

ACCEL Schools

Intervention Specialist

Wausau, WI · On-site

$47K - $55K/yr

... SEL). Montgomery Preparatory Academy is part of ACCEL Schools, an established network of public ... coaching environment based on frequent observations, debriefs, action planning, and progress ...

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Sel Coach information

What is a sel coach?

A Sales Coach is a professional who helps sales teams and individuals improve their sales skills, strategies, and performance through personalized guidance and feedback. They assess strengths and areas for development, design training sessions, and provide ongoing support to help achieve sales targets. Sales Coaches use their expertise to motivate salespeople, refine their techniques, and foster a culture of continuous improvement within sales organizations.

What is the difference between Sel Coach vs Sales Coach?

AspectSel CoachSales Coach
CredentialsTypically requires certifications in SEL (Social and Emotional Learning) and coachingOften requires sales training certifications and coaching experience
Work EnvironmentEducational, corporate training, or counseling settingsBusiness, retail, or corporate sales environments
Industry UsageUsed in education, mental health, and youth development sectorsCommon in retail, B2B, and direct sales industries
Search & Comparison IntentIndividuals seeking emotional intelligence coaching or SEL trainingIndividuals looking to improve sales performance or coaching in sales

The main difference between a Sel Coach and a Sales Coach lies in their focus areas. Sel Coaches specialize in social and emotional learning, working in educational or mental health settings, while Sales Coaches focus on improving sales techniques and performance in business environments. Both roles involve coaching skills but serve different industry needs.

How does a sel coach typically support teachers and staff in implementing social-emotional learning (SEL) strategies in schools?

A Sel Coach collaborates closely with teachers and staff by providing training, resources, and ongoing support to integrate SEL practices into classrooms and school culture. They often conduct workshops, model lessons, and observe classroom interactions to offer constructive feedback. Additionally, Sel Coaches serve as a resource for addressing challenges related to student behavior and emotional regulation, helping staff adapt approaches to meet diverse student needs. This collaborative environment fosters professional growth and strengthens the overall SEL framework within the school community.

What are the key skills and qualifications needed to thrive as an SEL (social-emotional learning) coach, and why are they important?

To thrive as an SEL Coach, you need a solid background in education or counseling, deep understanding of social-emotional learning frameworks, and often a relevant degree or certification. Familiarity with SEL assessment tools, data tracking systems, and digital learning platforms is typically required. Outstanding interpersonal skills, cultural sensitivity, and the ability to lead and inspire educators are essential soft skills. These qualities enable SEL Coaches to effectively support school communities in fostering student well-being, positive school climates, and improved academic outcomes.
What are popular job titles related to Sel Coach jobs in Wisconsin? For Sel Coach jobs in Wisconsin, the most frequently searched job titles are:
What job categories do people searching Sel Coach jobs in Wisconsin look for? The top searched job categories for Sel Coach jobs in Wisconsin are:
Sel Coach jobs near you
Infographic showing various Sel Coach job openings in Wisconsin as of August 2026, with employment types broken down into 100% Full Time. Highlights an 100% In-person job distribution.

Instructional Coach

Sun Prairie Area School District

Sun Prairie, WI • On-site

Part-time

Re-posted yesterday

Sun Prairie Area School District rating

7.1

Company rating: 7.1 out of 10

Based on 5 frontline employees who took The Breakroom Quiz

257th of 627 rated elementary and secondary schools

Job description

Position Type:
Professional Educator - Secondary/Instructional Coach - Secondary
Date Posted:
11/12/2025
Location:
Prairie Phoenix Academy
(High-Needs School)STARTING WAGE: $10,583.60+ annually(based on experience)
This position is part time 0.2 FTE (8 hours/week).
Our Mission: Futures depend on us to inspire and prepare every child, every day, by providing relevant, engaging, and innovative learning experiences in and out of the classroom.
SUMMARY
Our Vision: To be a high performing district of choice that reflects the cultures of our diverse community. To realize this vision, all instructional coaches support professional educators to implement the Sun Prairie Area School District's Instructional Framework in order to ensure coherent instructional programs and high levels of student achievement for all students.
ESSENTIAL SKILLS, DUTIES, AND RESPONSIBILITIES include the following. Other duties may be assigned.
  1. Coaches the Educational Environment
  1. Coaches others to create conditions so that students can acquire habits, skills, and attributes regarding their emotional development, self-concept, and social competence. This includes opportunities to access high quality social-emotional learning (SEL) instruction, evidence-based educator practices, and the integration of social-emotional competencies into the learning environments.
  2. Coaches others to establish student/educator relationships as a partnership. Sun Prairie learning environments will be places where emotional connection and trust are the foundations for educators to provide both strong relationships and expect high standards. Coaches support educators to support each student's feelings of belonging and value in their learning community. Students are learning partners with one another within their classroom communities.
  3. Develops a sense of school connectedness and belonging through the development of genuine caring, nurturing, and supportive relationships between and among students and educators so that students have a positive experience at school.
  4. Utilizes restorative practices to emphasize community-building and the development of belonging and acceptance as a means to establish positive relationships and connection. When harm occurs between individuals and/or to the community, there is a focus on repairing the relationship in order to restore a healthy sense of community.
  1. Coaches Educational Experiences
  1. Coaches educators to create conditions where educators and students combine knowledge of learner interests, learner development, and academic and social-emotional learning standards (SEL) to provide challenging, aligned, and enduring learning experiences. Coaches educators to adapt and supplement curriculum as needed.
  2. Analyzes and leverages student data to determine coaching cycles. Coaches others to analyze and leverage student data when supplementary learning opportunities are needed in order to ensure learning of essential standards.
  3. Coaches others to provide students with assessment opportunities to demonstrate competency and proficiency of essential standards. Competency is defined by student understanding, and proficiency is defined by a student's ability to apply their learning to unique or authentic problems.
  4. Coaches others to provide opportunities for students to demonstrate understanding of standards in multiple formats and media. Tasks and assessments contain developmentally appropriate and increasingly expansive opportunities for students to use spoken word, writing, composition, demonstration or other forms of expression to communicate understanding and create meaning.
  5. Coaches provide feedback that is prompt, aligned to school goals and promotes educators' self reflection. Coach also supports educators to provide students' feedback that is prompt, aligned to learning targets, and promotes students' self-reflection.
  6. Coaches support others to allow students to have real, significant, and authentic choices about their learning, and the strategies and approaches they will use to meet learning objectives. Students may align choices to their areas of interest. Students are able to communicate their learning goals and then set, plan and achieve those goals with guidance and feedback from educators that validates and affirms their learning.
  1. Coaches Equity
  1. Coaches support educators to utilize a student-centered approach to teaching by which students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being and belonging. Coaches must know and support educators' understanding that we live in a diverse society with disparate outcomes based on race, ability, class, sexual orientation, gender identity, and language. Coaches must recognize their own cultural lens and support staff in recognizing their own cultural lens on interpreting and evaluating students. Coaches support educators to promote effective learning by responding to students' displays of culture with teaching moves that connect students' prior knowledge with new concepts.
  2. Coaches work collaboratively to analyze data, design and engage in professional growth, and implement action plans that shift the culture of the district/school to embrace system-wide equity transformation and support educators to do so as well. Inequitable systems must be dismantled through a dynamic process that removes systemic barriers that inhibit the learning of all historically marginalized students.
  3. Coaches lead by example and support educators in believing students must be recognized for their individuality. Diverse learners include students of all abilities and all identities. Coaches support educators to foster students' success by building on their individual strengths and through the removal of barriers to their learning. All students must see themselves within the curriculum and learning experiences. All educators must see the multiple dimensions of each learner.
  1. Professional Responsibilities - As an Instructional Coach, you are an equitable practitioner who will play a vital role in supporting educators to enhance their instructional practices and improve student outcomes. Utilizing the Coaching Competencies outlined by the Wisconsin Department of Public Instruction, you will collaborate with educators to provide targeted coaching, professional development, and ongoing support to help each educator to reach their full potential in the classroom in order to ensure student learning is engaging, relevant and innovative.
  1. Coach educators while utilizing an equity mindset by; understanding both the historical and modern context of dominant and oppressed cultures; analyzing oppressive beliefs and feelings within oneself; notices, disrupts, and dismantles deficit thinking and biases in others that uphold oppression; and examining and challenging oppressive policies and practices within systems.
  2. Collaborate with site and district leadership, instructional teams, and other stakeholders to address systemic challenges and implement school-wide initiatives.
  3. Develop an environment where coaching thrives by fostering vulnerability and collaboration through building relationships and trust.
  4. Effectively communicate with stakeholders in multiple contexts
  5. Partner with administrators to conduct needs assessments to identify areas for professional growth and development among educators.
  6. Design and deliver targeted professional learning opportunities, workshops, and coaching sessions to address identified needs
  7. Possess knowledge and application of a range of coaching approaches and the innovation or practice on which they coach
  8. Facilitate coaching conversations using a coaching cycle that promotes reflection, challenges assumptions, and pushes for instructional growth.
  9. Facilitate change by analyzing data and systems for the conditions of change; supporting educators to develop action plans and goals that include evidence based, high quality educational practices implemented with fidelity; generating productive conflict; and expecting, attending to, and mitigating resistance to change.
  10. Promoting reflective practices by engaging in professional learning, developing emotional intelligence, and seeking and applying feedback for self-improvement
  11. Other duties as assigned
EDUCATION and/or EXPERIENCE:
Bachelor's Degree in Education or a core subject area with course work that leads to licensure in the content area at an appropriate age level.
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.
CERTIFICATES, LICENSES:
Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction license at the level and the content they are teaching.
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25. All requirements are subject to possible modification to reasonably accommodate individuals with a disability.
Collaborative Source: New Teacher Center, Optimal Learning Environment
Attachment(s):
  • 2025-26 190 DAY CALENDAR.pdf

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