Natick Public Schools Advertises For Director of Social-Emotion Learning & Equity

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NATICK – The Natick Public Schools is advertising for a Director of Social-Emotional Learning & Equity.

“NPS desires that our students will develop a sense of belonging through participation in activities during the school day where they can engage with peers with similar interests, supervised and guided by adults, where they can develop social skills in a structured and nurturing environment as well as their own personal wellness routines for ensuring mental, social, physical and emotional health. So, too, NPS desires to eliminate systemic barriers that limit student, family, and staff equitable access to opportunity and cherish each student and staff member to such a degree that they thrive in their personal development,” noted the job posting on March 9.

The full-time position would report to the Superintendent of Schools.

The salary range is $145,000 to $165,000.

The website said applications will be accepted through the end of March.

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“The Director of SEL provides leadership and direction toward ensuring that all students develop the social and emotional skills they need to succeed in school and life. They lead the development, implementation, and evaluation of a comprehensive approach to SEL while ensuring that all programs align with district priorities. With a strong and unwavering focus on equitable access to opportunity, the Director of SEL and Equity will lead the charge to eliminate barriers, identify needs and establish the foundation upon which our belonging culture will rest,” noted the job posting.

Applicants must have a Master’s Degree or higher, DESE Director/Supervisor License, and/or LICSW preferred or similarly-situated leadership credential/license.

Applicants need to have training, experience, and familiarity with Social-Emotional Learning and Anti-Bias/Equity

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Specialized Knowledge: 

• Demonstrated commitment to ensuring success for all students
• Thorough understanding of child/adolescent development
• Thorough understanding of social-emotional programming, instruction, assessment, and supports
• Thorough understanding of and commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student, staff and community engagement and cultivation

Preferred Experience:    

• Teaching and/or supervisory experience totaling at least ten (10) years.
• Experience leading or cultivating social-emotional initiatives in a school, department of district
• Experience leading or cultivating diversity, equity and inclusion initiatives in a school, department of district
• Biliteracy is valued

Skills:

• Demonstrated aptitude for work to be performed
• Bilingual skills, especially in Spanish and Portuguese, are highly desirable
• Candidates should have a passion for working with students, families, and colleagues
• Candidates must be flexible and collaborative
• Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth
• Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production
• Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with state certification requirements.
• Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints
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• Drive targeted and integrated social emotional learning and academic achievement across all schools
• Lead district in teaching SEL through explicit instruction of SEL skills and through integration into existing content/curriculum
• Identify future sources of SEL funding through partnerships and grant writing
• Audits programs and leads the work to ensure implementation of strategic, research-based interventions based on national best practices which support student social and emotional health, wellness and enrichment opportunities to increase student engagement and academic outcomes.
• Develop a system to assess student needs for MTSS SEL Tiered Interventions.
• Work directly with K-12 support staff to articulate and train staff on small-group interventions for students at all levels.
• Oversees the work to develop and align strategies for schools and staff to promote increased and improved student opportunities and experiences including but not limited to wellness, restorative practices, climate, resilience and trauma-informed practices, attendance, code of conduct, homeless services and home schooling.
• Creates and oversees systems for monitoring improvement from schools. Works with stakeholders to proactively inform district-level policy and practice relating to climate, discipline, wellness and social emotional support.

• Develops strategic alliances and works collaboratively with educational agencies, community members/organizations and other stakeholders. Ensures compliance with relevant Federal and State regulations.
• Work closely and collaboratively with school principals, other school and departmental leaders, community partners, etc. to further develop and implement the district-wide strategic plan that supports and promotes diversity, equity, inclusion and respect within all schools and among all staff members.
• Regularly measure and analyze related data, areas of progress and targets for improvement, identify action steps to drive the attainment of diversity and inclusion goals, and provide for public transparency and data accessibility through the creation and regular updating of online Diversity Dashboards and reports.
• Assisting in the needs assessment process in district schools to determine appropriate SEL programming and recommendations.
• Designing and leading the implementation of social-emotional curricula in all schools and grade levels across the District.
• Forming partnerships with K-12 stakeholders to develop and integrate SEL programming and curriculum in district schools.
• Planning and coordinating appropriate SEL related professional development opportunities for K-12 school staff.

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• Responding to emerging school needs with intensive, school­-based support as needed, including direct coaching of new teachers.
• Preparing and developing parent education workshops.
• Coordinating parent outreach for guidance departments through social media, parent nights, and workshops.
• Utilize an equity lens to support all strategic initiatives, decision-making, systems and goals for the district.
• Collaborate with Human Resources to ensure effective recruitment, hiring, retention, and support processes for educators and staff who identify within marginalized populations to increase diversity in the district.
• Develop and coordinate efforts with the Deputy Superintendent and the Director of Student Services to ensure the district is in compliance with all federal and state civil rights laws and regulations.
• Take a lead role in representing Natick Public Schools at local, regional, and national job fairs and conferences, as well as other recruitment events, including MA Partnership for Diversity in Education, NEMNET.
• Be an accessible, visible and effective resource to all staff members and to the community at large with regards to staff diversity and inclusion matters.
• Develop, coordinate and conduct related training for administrators and staff, including training for school-based hiring committees, with regards to racial equity in staff hiring, retention, and evaluation.
• Identify and communicate training sessions to the Superintendent that build positive school climates, support diversity initiatives and programs, and develop strategies to support historically marginalized people.
• Collaborate with the Teaching, Learning and Innovation office  and SEL committee to plan and facilitate professional development to support equity, anti-bias and social justice and ensure equal access for marginalized people.
• Collaborate with district leadership to implement and refine assessment/survey tools that evaluate and audit school climates.
• Develop, support, monitor, evaluate and recommend appropriate responses/actions to address institutional biases and structural racism in district programs and practices, and their associated impact on underserved and underrepresented communities.
• Develop and coordinate efforts with the district leadership to ensure that the context of Natick’s curriculum reflects its diverse student population as well as different historical perspectives.
• Collaborate with curriculum leaders to identify more culturally responsive and anti- racist/ anti-bias learning opportunities and to modify curricula, as needed.
• Advance equity in leveling and course enrollment, including, but not limited to honors and advanced placement courses and academic electives, as well as extracurricular activities.
• Develop and implement professional learning for all faculty, staff and associated groups to support culturally responsive, anti-bias, and anti-racist practices throughout the district.
• Identifies and addresses bias and its impact on rigor and opportunity for students and staff
• Updates policies and equitable access procedures 

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