Temporary Climate Data Analyst Jobs in Michigan (NOW HIRING)

YPSILANTI COMMUNITY SCHOOLS

Position Title:  Culture and Climate Coach

Building: All Buildings

Reports to:  Building Principal and or Designee

Salary:  $50,000 annually

QUALIFICATIONS:

• Bachelor's Degree
• Valid Michigan elementary or secondary teaching certificate, preferred.
• Counseling and/or teaching experience preferred.
• Demonstrated ability to serve as a culture and climate coach and a resource to teachers inside and outside of classrooms.
• Knowledge of and ability to effectively address a wide range of social, emotional, and developmental needs of students inside and outside of classrooms
• Knowledge of various community resources and services.
• Knowledge and understanding of culturally responsive teaching and behavioral strategies, including restorative justice practices, PBIS, and trauma-informed education.
• Experience working with families to help them successfully implement behavior plans for students.
• Demonstrate ability to build good relationships with teachers, students, and parents.

DISTRICT DESCRIPTION:

Ypsilanti Community Schools serves approximately 3,900 scholars, 3 Early Childhood Learning Centers, 1 International Baccalaureate with K-5, 3 Elementary buildings,1 Multilingual Elementary School, 1 Middle School, 1 High School, which features 2 programs within the building, STEM and AC Tech, and 1 Achieving College and Career Education building (ACCE). We aim to create a safe and respectful environment for all students that promotes excellence.

POSITION DESCRIPTION:

The Climate and Culture Coach will assist teachers and the administration in planning and implementing well-coordinated social-emotional/trauma-informed behavioral practices and services for students, to be delivered at the classroom level.  Climate and Culture Coach will provide in- and out-of-classroom support, guidance, counseling, coordination, consultation, referral, and delivery of information and services.  The Climate and Culture Coach will assist teachers in establishing a sense of community through meaningful relationships with their students and families.

DUTIES/RESPONSIBILITIES:

• Assist teachers in supporting students with academic, emotional, social, or behavioral problems inside and outside the classroom.
• Assist teachers in developing classroom management strategies that foster a climate conducive to academic achievement for students in all subgroups.
• Show concern for the complete needs of each student (educational, personal, and social-emotional needs).
• Assist teachers in developing and administering educational programs for behaviorally and/or academically challenged students.
• Assist teachers in the classroom by interacting with students who are disruptive, off-task, or exhibiting other emotional needs that are interfering with their engagement.
• Consult with parents/guardians, teachers, support staff, administration, and any local agencies to provide support to students.
• Provide parents/guardians with accurate, comprehensive, and relevant information in an objective and caring manner.
• Collaborate with staff to enhance understanding of all aspects of the student's development and its impact on learning.
• Assist students in understanding and navigating school culture.
• Model conflict resolution and restorative justice skills (circles, impromptu conferences, etc.) for teachers and students.
• Assist students in dealing with family crisis.
• Provide individual parent-student conferences as needed.
• Keep accurate records of all counseling and guidance activities.
• Communicates with administrators regularly.
• Protect the confidentiality of student records and release personal data in accordance with state laws and Board policies.
• Awareness of the physical, social, emotional, and academic development of the learner.
• Nurture the home-school-community relationship.
• Work collaboratively with colleagues in professional learning communities.
• Help to create and maintain a flexible, stable, and pleasant learning environment that is student-centered while maintaining appropriate classroom management.
• Familiarity with culturally relevant pedagogy and be able to include this pedagogy in his/her practices.
• Demonstrate knowledge of intervention practices, such as Multi-Tiered System of Supports (MTSS).
• Work closely with school leaders to analyze student behavioral data and inform better decision-making.
• Participate in ongoing professional development in the spirit of continuous improvement. 

PREFERRED QUALIFICATIONS: 

• Ability to cooperate with staff, parents/guardians, administration, and community resource people.
• Able to demonstrate effective communication skills.
• Ability to develop rapport with students, staff, and families.
• Able to analyze and offer problem-solving and restorative justice techniques.
• Have patience.
• Able to emphasize and understand students' concerns.
• Knowledge and appreciation of culturally relevant pedagogy.

The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.