Director of Behavior and Social-Emotional Development

3 days left

Location
San Mateo, CA
Salary
$95,000 - $110,000 + Benefits
Posted
Oct 21, 2019
Closes
Nov 20, 2019
Position Type
Full Time
Degree Level
Masters
Experience Level
Professional

The mission of The Burkard School is to create an innovative educational model that is life-changing for students and their families. We strive to provide the ideal academic environment that will set the standard for students who need additional support in Social Emotional Learning, Executive Function, and Self-Regulation and grow that platform to reach as many as possible. We accomplish this by following best practices, by maintaining a positive and inclusive environment, and by being nimble, accepting, and responsive to our students' needs. 

Job Description: Director of Behavior and Social-Emotional Development

The Director of Behavior and Social-Emotional Development heads the Behavior & Social Emotional Learning (BSEL) Team, consisting of the school’s Classroom Behavior Specialists and Assistant Behavior Specialists. It is their responsibility to ensure the social-emotional wellbeing and growth of the students. The Director of Behavior and Social-Emotional Development’s role is to develop and oversee the School’s behavioral systems and strategies, social-emotional learning, and executive functioning systems, and curriculum. 

This is a full-time, leadership position.

Responsibilities:

  • Manage the Behavior & Social Emotional Learning (BSEL) Team.
    • Oversee the School’s social-emotional learning, behavior, and executive functioning support systems, strategies, and curriculum. 
    • Ensure each classroom behavior specialist has a strong and effective plan in place for the whole classroom and each individual student that is based on research and professionally-agreed-upon best practices. 
    • Ensure team keeps and analyzes appropriate data on student behavior in order to update goals.
    • Ensure each classroom behavior specialist has appropriate SEL curriculum and is effectively teaching it to the class. 
    • Provide ongoing feedback and supervision to the BSEL team. 
    • Ensure team prepares accurate and informative quarterly individual student achievement reports for parents and administration.
    • Ensure that the strategies are tailored for each student, working with the parents, teachers, and other specialists to understand the student’s underlying emotional and psychological needs. 
    • Develop and refine the explicit SEL curriculum for the school.
    • Provide periodic and ongoing staff development and workshops on SEL, Behavior, and Executive Functioning and by providing staff with a psychological understanding of student behavior. 
    • Screen prospective students to determine eligibility for enrollment to the School by observing them during their trail days on campus, evaluating their admissions applications and participating in parent interviews.
    • Engage in long- and short-term planning addressing individual needs of each student.
    • Is assigned to classrooms as part of the daily staffing.
    • Provide schoolwide leadership and training in terms of procedures for de-escalation of crises and possible use of restraint, by becoming trained in the Pro-act system.  
    • Provide on-site crises management for students who have become emotionally and or physically disregulated. 
    • Act as direct contact for parents when there is a behavioral, social or emotional incident on campus, and develop subsequent student plans to ensure student safety and provide an optimal learning environment.   
    • Act as liaison to outside mental health providers.
    • Present oneself as an integral member of the educational leadership team: lead by example; contribute to an expectation of excellence; motivate fellow employees to maintain best efforts and produce their best work; take the initiative to research new programs, policies, ideas, and events; and cultivate a contagious enthusiasm for our mission. 
    • Effectively communicate to staff, parents, students, and community members in a way that models teamwork, encourages cooperative interaction among employees, supports collaboration, and promotes a high level of open and honest communication.
    • Speak publicly in an effective manner in order to represent the School at community events.
    • Participate actively in professional organizations.
    • Act as an ambassador to the School and uphold a standard of excellence and professionalism in all interactions with parents, prospective parents, and other community members, whether representing the school or in private interactions. 
    • Maintain a workable level of organization and preparation for the classroom as well as for meetings, presentations, and events. 
    • Perform other duties, as deemed appropriate, by the Head of School.

Knowledge, Skills, and Abilities:

  • Expertise in social-emotional learning, child development, psychological theories, behavior management, and executive functioning. 
  • An ability to develop an engaging SEL curriculum.
  • A belief that all youngsters have the natural ability to succeed at high levels of learning and it is the behaviors and actions of the adults in the School that nurture, develop, and encourage each and every student.
  • An ability to understand that much of the behavior of students has as its underlying cause, a neuro-diversity or emotional states, that lead to challenges in self-regulation, rather than a desire to misbehave on the part of the student 
  • An ability to build caring and considerate relationships that demonstrate regard and respect for all people.
  • A belief that decisions should be made from the perspective of putting students’ needs first.
  • An ability to resolve student problems and make decisions based on age-appropriateness, educational research, and an understanding of the issues underlying an individual student’s behavior.
  • An desire to help students who exhibit physical aggression. 
  • An ability to adhere to professional codes of ethics: maintain trust and confidentiality; model legally and morally responsible actions at all times; treat individuals with fairness, dignity, and respect; and model the core values of the School. 

Qualifications:

The ideal candidate will have: 

  • Clinical license required: LMFT, LPCC, LCSW, or Ph.D./Psy.D.
  • Background in grades K-8

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