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The Social-Emotional Learning Assistant and Building Substitute - Teach Indy

The Social-Emotional Learning Assistant and Building Substitute

Indianapolis Metropolitan High School

POSITION SUMMARY

Company Overview  

Since 1930, Goodwill of Central & Southern Indiana has helped Hoosiers become more economically self-sufficient through employment, education, job training, and health services. Today, we are one of the largest Goodwills in North America, providing services to thousands of individuals and families each year.

 

We find that we are at our best when we work together, as One Goodwill, across the organization, delivering vital services and resources, and empowering Hoosiers to increase their independence and reach their full potential.  We will continue to change lives daily through the development and execution of initiatives that enrich the lives of those we serve through education, health, and employment.  Everything we accomplish will be through the lens of equity as we work towards equitable outcomes for those who are facing systemic barriers that lock them in the vicious generational cycle of poverty.

 

Job Summary

The Social-Emotional Learning Assistant and Building Substitute serves as a member of the Social-Emotional Learning team at the Indianapolis Metropolitan High School and will be a member of a turnaround school community aiding in developing a new educational model to complement the acclaimed barrier removal work Goodwill of Central and Southern Indiana does at The Excel Centers, Nurse-Family Partnership, and other award-winning programs.  Utilizing a positive behavior and restorative model, the Social-Emotional Learning Assistant works with students on developing and practicing the social-emotional skills required to be successful during high school and beyond.  Primarily, this role responds to radio calls from staff members requesting assistance for students and supervises students in classrooms or other areas of the school as needed.  The assistant carries out the plans and duties of the teachers or others they are covering for as directed by the school leadership.  The assistant works with staff to provide targeted assistance and services to students in grades 9-12 in a “best fit” environment for teenagers with significant barriers to education.  With our core values of Professional, Unstoppable, Motivated, Accountable, and Supportivethe school priorities include:

  • High rigor, high support instruction to close academic gaps and prepare students for post-secondary opportunities.
  • Trauma-informed social-emotional learning.
  • Student and family empowerment through coordination with a robust student services team of coaches, counselors, and more.

 

Example Duties and Activities

  • Executes proactive and reactive systems to influence student behavior and build social-emotional skills in alignment with the school’s social-emotional learning (SEL) model:
    • Responds to and influences student behavior with a focus on positive incentives, restorative strategies, and explicit teaching of new social-emotional skills.
    • Provides consistent and fair follow-through on both major and minor behaviors per school policies.
    • Uses restorative practices and SEL strategies to identify root causes of behavior alongside students, families, staff, and stakeholders.
    • Implements a progressive series of consequences focused on the teaching of skills and prevention of future behaviors.
    • Invests students in the vision for restorative practices and SEL skill-focused consequences.
    • Uses restorative practices to de-escalate challenging situations, helps those in disagreement to listen to each other, and facilitates the creation of shared agreements.
    • Prioritizes competing, time-sensitive demands with proactive priorities while upholding commitments consistently.
    • Models self-regulation and maintains composure in stressful or escalated situations.
  • When providing coverage for another staff member, fosters a structured and supportive classroom environment that is consistent with school agreements, is trauma-informed, and provides students with frequent feedback to support their social-emotional development.
  • Assists with supervision of the school building, including escorting students from class as needed and monitoring the cafeteria, hallways, or other areas as needed.  Assists students to their destinations, aiding teachers with traffic monitoring.
  • Drives mini-bus to help with daily transportation of students.  As needed, travels on Indy Go buses with students and provides supervision at bus stops/stations to support student behavior and safety.
  • Builds relationships with students and their webs of support.  Communicates strengths and areas for improvement frequently and uses restorative approaches to resolve conflict.
  • Partners with colleagues to refer and connect students to wraparound services including Family Empowerment Coaching for internal and community resources, Special Education, and more.

 

Required Competencies

    • Degree and Credential Requirements – High school diploma or GED required.
  • Industry Expertise – Has worked ideally with high school students, in helping them successfully learn and practice key areas of self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
    • Communication Skills – Articulates thoughts and expresses ideas effectively using oral, written, visual, and non-verbal communication skills, as well as listening skills to comprehend customers’ needs. Delivers information in person, in writing, and in a digital world.
    • Student Engagement – Takes a strengths-based, student-centered approach to developing relationships at all levels while establishing appropriate boundaries. Adept at delivering feedback that is constructive and unbiased. Creates and maintains a safe environment for open discussions.
  • Conflict Resolution – Anticipates, diffuses, and resolves disagreements, confrontations, tensions, and complaints in a practical and constructive manner in order to achieve results.  Models concepts of motivational interviewing, coaching, and reflective practice.
  • Strong Work Ethic – Demonstrates a high degree of professionalism, has a drive to succeed at any task, produces consistent and high-quality work, is organized and timely, and is able to work with minimal supervision.
    • Organizational Aptitude – Plans and attends to details and pursues quality in accomplishing multiple tasks in an organized and timely fashion. Exhibits careful attention to detail and follow-through.
  • Technical Knowledge – Has working knowledge of G Suite and MS Office.

 

Preferred Competencies 

  • Behavior Interventions – Has assisted in implementing restorative practices, trauma-informed practices, positive behavior interventions and supports, and crisis prevention and intervention.
  • Diversity Awareness – Works with diverse populations including people who have experienced barriers to their education.

 

Other Requirements

  • Background Screening – All candidates must pass a pre-employment background check.  Must have a valid driver’s license, a good driving record, and qualify under the district’s insurance carrier when driving a district vehicle.

 

Benefits: Full-time employees may participate in a comprehensive benefits program that includes:

  • Continuing education and leadership development
  • Comprehensive health plan
  • Paid time off (PTO)
  • Life, dental and vision insurance
  • Short- and long-term disability plans
  • Nationally recognized preventive health and wellness program
  • Section 125 pre-tax health spending account, dependent care spending account, and premiums
  • Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
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Job Type
Full-Time
Grade Level
Adult Education, High School (9-12)