Systems Trainer Jobs in Wisconsin (NOW HIRING)

Schoolwide Systems Coach - Henderson - 0.1 FTE - 26-27 SY
Henderson Elementary
Annual Salary
Minimum Annual Compensation: $53,525(26-27 TE Salary Schedule)
Length of Contract: 192 days
Employment Type: Exempt
MMSD is seeking highly motivated and energetic applicants! Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.
Why You Should Work with MMSD!
The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin. We have a simple but bold vision - to ensure that every school is a thriving school, that prepares every student to graduate from high school ready for college, career, and community. We welcome applicants who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families, and staff.
In addition, we have a great compensation package. Visit our benefits page and compensation page for more information.
Becoming a Model School District
The Madison Metropolitan School District is committed to being anti-racist, culturally responsive, and inclusive. We have a simple but bold vision - to ensure that every school is a thriving school, fostering the growth of every student so they graduate from high school ready for college, career and community.
Our strategy is captured in our strategic framework, and centers on three major goals: that all children achieve academically, that our schools are places where children and adults thrive, and that our Black youth excel at school. To achieve this vision, we seek to retain staff in all positions, who are committed to being anti-racist, culturally responsive, and inclusive. Staff who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families and staff.
We firmly believe in and are here to create a work environment that is challenging and rewarding, while supporting employees in their career path. We strive to provide, encourage, grow, and develop a talented workforce that better supports and represents the diversity of our student population. We know this vision doesn't come to life without dynamic leaders and support staff in every school.
About Our District
The Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 25,000 students. More than half are students of color. Almost half come from low income households. Nearly one third are English Language Learners, and more than 100 languages are represented in our schools. Madison schools are committed to making this district a place where every child thrives.
Purpose of Position:
Under the general supervision of the School Principal, the Schoolwide Systems Coach catalyzes and sustains the development of equitable, engaging, and restorative learning environments across schools. This role serves as a strategic partner to building administrators and school-based leadership teams to coordinate and advance systems change related to adult practices, behaviors, values, beliefs, and biases that impact student experiences and outcomes.
This role is responsible for driving the implementation, consistency, and continuous improvement of schoolwide systems, ensuring practices are enacted with fidelity and lead to measurable improvements in student outcomes.
This position will have a high degree of integrity, sustain a culture of continuous improvement, and be committed to creating and maintaining an inclusive work environment while having a growth mindset to a multi-faceted operation while having a focus on creating a positive work culture.
Supervisory Responsibilities:
This position does not have supervisory responsibilities.
Essential Duties and Responsibilities:
School Community & Belonging (40%)

• Coordinate and support systems change with a focus on behaviors, values, beliefs, and biases that can inhibit or be a barrier to change.
• Build trusting, equity-centered, identity-affirming relationships with students, staff, and families, and strengthen staff capacity to do the same
• Strengthen schoolwide and classroom systems and practices so students experience predictable, inclusive environments that support safety, belonging, and engagement
• Collaborate with principals and School-Based Leadership Teams (SBLT) to plan, implement, and monitor school-wide culture systems.
• Partner with Instructional Coaches, and other school based teams to align academic and behavioral supports.
• Lead professional learning and job embedded coaching focused on the implementation of the district's universal framework including: restorative practices, proactive behavior practices, social emotional learning and culturally responsive engagement strategies.
• Develop and monitor communication plans that engage staff, students, families, and the community in schoolwide initiatives.
• Support the development and ongoing maintenance of a comprehensive, schoolwide schedule for the delivery of Social-Emotional Learning (SEL) instruction.
• Serve as a liaison between school staff and central office to ensure alignment, communication, and access to resources related to SEL implementation.
• Provide ongoing coaching and collaborative problem-solving with teachers to strengthen the effective delivery of SEL lessons and practices.

Universal Systems, Prevention & Early Identification (30%)

• Lead and coach staff to strengthen universal schoolwide systems, ensuring that expectations, routines and supports are implemented consistently with attention access, and systematic barriers and the root causes of disproportionality.
• Support the implementation and integration of proactive behavior strategies, classroom engagement, social emotional learning and restorative practices into the school's multi-tiered systems of support
• Participate in district-level professional learning communities with other Schoolwide System Coaches.

Data Practices & Equity-Informed Decision-Making (20%)

• Use multiple forms of data to understand patterns in belonging, engagement, behavior, wellness, and access
• Examine climate, behavioral and survey data through an equity lens to guide decision making, identify disproportionality, and continuous improvement
• Partner with staff, students, and families to interpret data in ways that honor context, lived experience, and student identity
• Monitor the impact of interventions and schoolwide practices to ensure progress, equity, and student well-being
• Communicate data clearly and collaboratively to promote shared ownership and continuous improvement

Other Duties (10%):

• Perform additional school-based duties as assigned by the Building Principal, aligned with the primary functions and priorities of the role, including support for school-based initiatives, events, teams, family engagement, and operational needs
• Participate in district-directed professional learning, collaboration, and training opportunities
• Support time-limited district implementation efforts

Knowledge, Skills, and Abilities Required to Perform Essential Job Functions:

• Demonstrated ability to establish relationships at all levels of the organization
• Strong understanding of practices that build positive relationships, promote proactive responses to conflict, and support culturally and linguistically responsive teaching.
• Demonstrated commitment to culturally and linguistically responsive, anti-racist, and equity-focused practices.
• Knowledge of and experience with proactive behavior practices and Restorative Practices.
• Ability to use climate, behavior, and implementation data to guide decision-making, inform action planning, and monitor progress over time.
• Ability to collect, interpret, and act on data related to school climate and student behavior.
• Skill in meeting facilitation, coaching, and designing professional learning for adults.
• Exceptional interpersonal and communication skills, with a focus on building trust, strengthening relationships, and supporting collaboration.
• Lead with an equity lens and a commitment to identifying and disrupting practices that create or reinforce barriers for students.
• Ability to work collaboratively with diverse teams, maintain confidentiality, and navigate sensitive situations with professionalism.

Required Qualifications:

• Training and experience in the practices outlined in the universal framework (e.g. Developmental Designs, restorative justice) or a demonstrated commitment to obtaining training and implementing the framework
• Training in Non Violent Crisis Intervention (NVCI) or completion of NVCI within 6 months of hire
• Relevant experience in an educational setting, with leadership responsibilities

License or Certification Requirements:

• Bachelor's degree and a valid Wisconsin DPI license aligned with the developmental level they serve (elementary, middle, and/or high school)

Physical Requirements:
Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time.
Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.
Working Conditions:

1. Work may require travel to different locations within the district and to off-site meetings.
2. Position may require working evenings, nights, and some weekends.
3. School-based positions are required to be in-person unless otherwise directed by the building principal.

Disclaimer: This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job-related tasks as directed by the supervisor.
The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.