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Trauma Informed Education Jobs in Michigan (NOW HIRING)

Conduct trauma-informed intake assessments to identify the counseling needs of adult and child ... Support agency initiatives related to prevention, outreach, and education when applicable.

Conduct trauma-informed intake assessments to identify the counseling needs of adult and child ... Support agency initiatives related to prevention, outreach, and education when applicable.

Accounting Analyst

Battle Creek, MI · On-site

$56K - $74K/yr

Continuing education reimbursement * Licensure study materials and exam reimbursement Trauma Informed System of Care: A trauma-informed approach to service delivery emphasizes physical and emotional ...

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Trauma Informed Education information

What is the difference between Trauma Informed Education vs School Counselor?

AspectTrauma Informed EducationSchool Counselor
CredentialsNone specific; training in trauma awarenessMaster's degree in counseling or related field, licensure
Work EnvironmentClassrooms, schools, educational settingsSchool offices, counseling rooms, student support services
Primary FocusCreating trauma-sensitive learning environmentsProviding individual student counseling and support

Trauma Informed Education focuses on training educators to recognize and respond to trauma, fostering a supportive classroom environment. School Counselors provide direct mental health support to students. While both roles aim to support students affected by trauma, Trauma Informed Education emphasizes systemic classroom strategies, whereas School Counselors offer personalized counseling services.

How do educators in trauma-informed education collaborate with other professionals to support students effectively?

Educators working in trauma-informed education frequently collaborate with school counselors, social workers, psychologists, and administrators to create a holistic support system for students. This multidisciplinary teamwork ensures that students' emotional and psychological needs are addressed alongside their academic progress. Regular meetings, shared intervention plans, and open communication channels are common practices, allowing for timely identification of student needs and coordinated responses. By fostering a supportive network, educators can help students build resilience and achieve better learning outcomes.

How to become a trauma-informed educator?

To become a trauma-informed educator, one should pursue relevant training or certification in trauma awareness and responsive teaching strategies, often through workshops or online courses. Gaining knowledge of trauma's impact on learning and developing skills in creating supportive classroom environments are essential components of this role.

What is trauma-informed education?

Trauma-informed education is an approach to teaching that recognizes the presence and impact of trauma in students' lives and strives to create a safe, supportive, and empowering classroom environment. Educators using this approach understand how trauma can affect learning, behavior, and relationships, and they adapt their practices to meet students’ emotional and psychological needs. The goal is to build trust, foster resilience, and promote academic and social success for all students, especially those who have experienced adversity or trauma.

What are the key skills and qualifications needed to thrive in trauma informed education, and why are they important?

To thrive in Trauma Informed Education, educators need a solid grounding in child development, trauma awareness, and instructional strategies that support affected students, often supported by relevant teaching credentials and specialized training in trauma-informed practices. Familiarity with tools such as behavior assessment systems, restorative practices, and ongoing professional development in trauma-informed care is highly beneficial. Compassion, patience, strong communication, and the ability to build trust help educators connect with and support students experiencing trauma. These skills and qualities are crucial for creating safe, supportive learning environments that foster resilience and academic success for all students.
What job categories do people searching Trauma Informed Education jobs in Michigan look for? The top searched job categories for Trauma Informed Education jobs in Michigan are:
What cities in Michigan are hiring for Trauma Informed Education jobs? Cities in Michigan with the most Trauma Informed Education job openings:
Infographic showing various Trauma Informed Education job openings in Michigan as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 16% Part Time, 1% Temporary, and 4% Contract. Highlights an 95% Physical, 1% Hybrid, and 4% Remote job distribution.

Evidence Based Practice and Trauma Informed Care Coordinator

SAGINAW COUNTY COMMUNITY MENTAL HEALTH AUTHORITY

Saginaw, MI • On-site

$70K - $87K/yr

Other

Re-posted 18 days ago


Job description

Evidence Based Practice and Trauma Informed Care Coordinator

Pay Range: $70,019.03 - $87,286.82 annually

General Statement Of Duties

Under the general supervision of the Director of Network Services, Public Policy, Continuing Education, OBRA/PASARR and Enhanced Health Services provides agency leadership of evidence-based practice, ZERO Suicide planning and service delivery, and trauma-informed care planning and service delivery throughout the Saginaw County Community Mental Health Authority (SCCMHA) network. Coordinates and provides key state linkages for various practices and populations of evidence-based, best practice, trauma-informed care implementation and oversight and ZERO Suicide planning and oversight at SCCMHA, including reporting, ongoing education/training, development, fidelity reviews, community partnerships and evaluation purposes. Serves as a key evidence-based practice expert resource, including new CCBHC evidence-based practices requirements, to clinical leadership and population specific program directors. Represents SCCMHA at MDHHS meetings including Practice Improvement Sterring Committee, Peers Workgroup, and any CCBHC specific meetings on evidence-based practices or emerging clinical practice changes. This position will be knowledgeable about and actively support culturally competent recovery-based practices; person centered planning as a shared decision-making process with the individual, who defines his/her life goals and is assisted in developing a unique path toward those goals; and a trauma informed culture of safety to aid consumer in the recovery process.

Essential Duties And Responsibilities

1. Organizes, coordinates and advises on the processes and procedures to create a comprehensive evidence based practice, trauma-informed care plan, and ZERO Suicide planning and oversight for SCCMHA in all population areas, including children, families, adults and persons with co-occurring disorders.

2. Works closely with key directors and supervisors in the determination, implementation and evaluation of evidence-based and best practices throughout the network service programs.

3. Works closely with key directors and supervisors in the determination, implementation and evaluation of trauma-informed care and trauma practices.

4. Works closely with key directors and supervisors for planning, implementation and evaluation of ZERO Suicide and other CCBHC evidence-based practices.

5. Collates and reports on external fidelity reviews and provides team leadership for internal fidelity reviews. May also perform fidelity reviews.

6. Provides leadership to the Evidence-Based Practice Leadership Team and provides specific data and reports and monitors data based on discussion, on needed changes or reviews including reviews of policies as they relate to evidence based practices.

7. Monitors effectiveness of various evidence-based practices and how that impacts consumer care.

8. Works with staff who provide evidence-based practice to assure fidelity to the model of practice. When drift is noted, will assist clinical staff in better adherence to the model of practice.

9. Leads investigation of effectiveness of SCCMHA's and the network's goal of trauma informed care, including chairing the Trauma Informed Care Workgroup at SCCMHA. Makes recommendations for changes, tools etc. to key leadership team members.

10. Serves as a SCCMHA representative for statewide, regional or local evidence-based practice and trauma informed care in-services and meetings such as Practice Improvement Sterring Committee, Peers Workgroup, Trauma Informed workgroup and any others as they relate to evidence based practices.

11. Leads investigation of effectiveness of ZERO suicide implementation at SCCMHA and keeps key directors informed about any concerns.

12. Develops and maintains a basic competency level of knowledge in all practice areas endorsed by SCCMHA

13. Monitors, reports and assesses service and outcome data relative to evidence-based practice data delivery.

14. May recommend practice changes or new practices for SCCMHA consideration Researches any new evidence-based practices and informs key directors about the evidence-based practices.

15. Coordinates with auditing unit credentialing and privileging activities relative to practices for individuals and programs as appropriate to ensure SCCMHA compliance with specific practice standards.

16. Coordinates and communicates, both within the service network and between SCCMHA and its community partners or funding sources, and the state, regarding the status of practices, trauma-informed care and ZERO Suicide at SCCMHA.

17. Organizes and coordinates the implementation process, including service network management and clinical services oversight for new and ongoing practices.

18. Presents on evidence-practice areas in various venues for SCCMHA. Works with supervisors to identify new staff training needs and may provide specific practice refresher training overviews or program updates. May be expected to become a proficient trainer for children's assessment tools.

19. Presents on trauma and trauma-informed care in various venues for SCCMHA. Works with supervisors and directors to identify training needs for staff and community in the areas of trauma and trauma-informed care.

20. Monitors practice model changes, including federal tool kits, and assists SCCMHA to implement any indicated changes in practice, policy, training or standards.

21. Provides clinical consultation and oversite related to hoarding disorder specifically related to Cognitive Behavior Therapy for Hoarding disorder.

22. May conduct specific and/or joint assessments of specific practice areas to assist SCCMHA with planning or compliance goals.

23. Provides administrative support to SCCMHA leadership in all aspects of evidence-based practice, trauma informed care and ZERO Suicide service delivery, planning and coordination, including community education and practice champion roles, performance monitoring of quality and fidelity indicators.

24. Is trained in LOCUS and completes training for clinical staff on administering the LOCUS with persons served as a level 2 training.

25. Leads the investigation on the needs of peers across the network, sets agendas for meetings with clinical leaders to facilitate strategies and solutions to maximize the effectiveness of peers as members of clinical teams.

26. Reviews persons charts for appropriate implementation of services as requested by key leadership members and prepares reports as needed.

27. Prepares or provides leadership with routine and ad-hoc written reports as requested or indicated.

28. Will complete chart reviews to keep her director and other key leadership members informed of trends and needs for additional education or coaching.

29. Will create reports to present to Trauma informed care workgroup, evidence-based practice committee, and Zero Suicide committee.

30. Will work with DCO providers to assure compliance with CCBHC standards and education of the CCBHC Handbook.

31. Performs administrative tasks as assigned by the Director which may involve any area of department operations such as general clerical and office duties (copying, faxing, etc.) as needed.

32. Adheres to the mission, vision, core values and operating principles of SCCMHA at all times.

Incidental Duties And Responsibilities

1. Performs various administrative/clerical functions such as preparing travel vouchers, making copies of documents, filing, etc.

2. May participate in fidelity or other quality and audit related functions.

3. Attends meetings, seminars, workshops, and community events related to the public mental health mission and in order to sustain professional competency.

4. Reacts productively to change and handles other essential tasks as assigned.

5. Required to drive to off-site locations.

6. Uses computer hardware and software to perform tasks.

(The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this classification. They are not intended to be construed as an exhaustive list of all duties and responsibilities required of personnel so classified.)

Reporting Relationships

Reports to: Director of Network Services & Continuing Education

Supervises: None

Working Conditions/Environment

Works in a professionally managed healthcare office environment with pressures of time constraints, multiple projects and priorities. Works at computer workstation for long periods of time, which requires extensive viewing of monitor screens. Frequent and continuous use of computer keyboard. Occasionally will be required to drive a personal automobile. Close contact with all service program areas and providers as well as SCCMHA leadership. Occasional contact with the public and in proximity of consumers who may have communicable disease, and who may be hostile, aggressive and potentially violent.

Qualifications

Education: Master's degree in a mental health related field from an accredited school.

Experience: Five (5) years of experience in mental health required. Must have demonstrated business, public relations, and/or community organization skills. Must have the ability to work with varied levels of organizations and strong written and verbal communication skills