Social Emotional Coach

• Support students receiving emotional support services in achieving their educational, social, and emotional goals
• Work collaboratively with program staff to help students feel safe, secure, and ready to learn skills
• Be kind, considerate, and compassionate
• Project an up-beat, positive attitude
• Be honest, be on time, and be reliable
• Be a role-model for what it means to treat others with dignity and respect
• Build good working relationships with your student(s) and their teachers
• Work collaboratively with teachers to support students' growth and development
• Be willing to seek and accept advice, guidance, support, and feedback
• Assist teachers with implementing school-wide and class-wide positive behavior initiatives as appropriate
• Support students in displaying and maintaining on-task and pro-social behavior
• Support students in completing assigned work
• Support students in transitioning from one location or activity to another
• Follow student-specific treatment, teaching, or lesson plans to support students in achieving their academic, social, and emotional goals
• Support students with activities of daily living as appropriate
• Collect data on students' academic, behavioral, and social goal, as well as other documentation as required by funder and/or AES
• Adhere to confidentiality and performance standards established by funder and AES
• Be present in classroom to support and mentor other program staff
• Work collaborative with ES Teachers and BCBA Coordinator to ensure everyone is working on weekly and monthly Target Topics
• The SE Coach will take the lead implementing these initiatives with students by virtue of meeting with students individually and in small groups
• Document session with hard data and session notes
• Work collaboratively with ES Teachers and BCBA Coordinator to identify and resolve concerns related to student and staff performance
• Offer in-the-moment feedback/support to other staff members to help avoid power struggles with students
• Coach staff and students alike on pushing the pause button when things are getting hot
• Work collaboratively with ES Teachers and BCBA Coordinator to push in to general education classes to support the implementation of core antecedent and reactive strategies, student-specific SDIs and PBSP
• Offer in-situ coaching to general education teachers and other staff members on relevant strategies and plans
• Support the maintenance of resources used by program staff to advance initiatives of the program
• Collect, and support the collection of ongoing, relevant data on students' performance
• Collaborate with Teachers and BCBA to ensure data are summarized in a timely manner

• Bachelor's degree, preferably in a related field
• At least three years of directly relevant experience
• Background checks as stipulated by local and/or state requirements (e.g., child abuse clearance, criminal history report, etc…)
• First aid and/or CPR certification as stipulated by local and/or state requirements (can be completed after hire during orientation week)
• Registration or certification as required by state requirements
• Ongoing continuing education hours as stipulated by local and/or state requirements
• Must be able to speak, write, read and understand English
• Must be able to travel to/from school/job location on a consistent and timely basis
• Frequent lifting, carrying, pushing, or pulling, up to 25 pounds
• Occasional lifting, carrying, pushing, or pulling up to 50 pounds
• Prolonged walking, standing, bending, kneeling, reaching, twisting
• Must be able to sit and kneel on the floor and stand up independently
• Must be able to climb stairs
• Must have visual and hearing acuity
• Must have strong sense of smell and touch
• Must be able to sufficiently reposition students and move equipment without assistance
• Must have sufficient strength and manual dexterity to safely operate equipment, including grasping and manipulating small objects
• Must be able to appropriately respond physically and mentally to emergency situations
• Must be able and willing to wear personal protective equipment as needed
• Must be able to function in a wide variety of environments which may involve exposure to allergens and other various conditions
• Possible exposure to blood, bodily fluids and infectious diseases

Experience working with students aged 6-21 who received special education services under the disability category of emotional disturbance

• Thorough training
• Flexible schedules
• Electronic charting
• Access to a clinical supervisor 24/7
• Tuition Reimbursement
• Advancement opportunities
• Weekly pay via multiple payment options