The Office of Social Emotional Learning and Wellness (SELWell) is comprised of the following departments and programs: Athletics (ATH), Behavioral Health Services (BHS), Social Emotional Learning Instruction (SEL), Safe and Welcoming Schools (SAWS),Student Health Services (SHS), Opportunity Youth (OY), and the Health & Wellness Department (HWD). SELWell works across departments to provide an array of interdisciplinary services and supports to Boston Public Schools including: professional development, tiered instructional coaching, assessment & data management, program evaluation support, resource development and selection, and crisis responses. Target areas (prevention, intervention, intensive intervention, crisis/trauma response) include technical assistance/ implementation, marketing & communications, family engagement, and community partnership brokering & development.
In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as an educator.
Recently, the Office of Social Emotional Learning and Wellness was awarded the Partnership in Social and Emotional Learning Initiative (PSELI) implementation grant from the Wallace Foundation. The focus of the grant is to foster children’s social emotional learning in and out of school time and strengthen the district’s capacity of SEL. The partnership will enable school and out of school programs to effectively teach and develop social and emotional competencies with adults and students.
The Program Director of SEL position requires knowledge of research on social and emotional learning and its relation to academic achievement and knowledge of such programs as Open Circle, Second Step, and Responsive Classroom. The position also requires the ability to synthesize information and integrate social and emotional learning standards and programs into curricular areas and the ability to coordinate professional learning for BPS educators and staff. The Program Director of SEL must have strong leadership skills, and the ability to communicate effectively with all levels of management in both verbal and written form. Moreover, the Program Director of SEL will be able to build consensus among diverse groups, establish and maintain productive working relationships with others.
The primary responsibility of the Program Director of SEL is to oversee the district’s Partnership in Social and Emotional Learning Initiative (PSELI) grant and all action steps included in the strategic plan. This includes grant management, building district SEL capacity, oversight of SEL curriculum and planning, aligning practices with BPS SEL partners, implementing SEL, professional development, continuous improvement and communicating and engaging with stakeholders.
The Program Director of SEL will report directly to the Director of SEL and work collaboratively with members of the District SEL Leadership Team and PSELI Core Team. The District SEL Leadership Team oversees interdepartmental SEL activities, capacity building, and rolling out SEL across the district. The PSELI Core Team is the grant oversight team that meets monthly to discuss the site level implementation process, monitors progress, reviews site level data, and makes decisions and revises systems as needed.
Specific Duties and Responsibilities
- With the Director of SEL, co-lead District SEL Advisory Meetings, District SEL Leadership Meetings, and PSELI Core Team Meetings.
- Design and lead the PSELI grant action plans for SEL programming across the district and delivery of standards, curriculum and resources, professional development and continuous improvement cycles for long term scale and sustainability.
- Oversee the SEL Instructional Coaches, coaching cycles, and all site level professional learning activities.
- Oversee the SEL Project Manager’s responsibilities related to the grant.
- Oversee, manage and participate in SEL District Team meetings, PSELI Team Meetings and key partnerships meetings with the grant providers, partnership team, measurement teams and school leaders.
- Develop and manage the implementation plan that supports the PSELI strategic action plans, timelines and outcome data.
- Provide ongoing communication and feedback on the status of the PSELI implementation plan with the Director of SEL, the funder, partners and consultants.
- Supervise the planning and actions related to the PSELI grant including budgeting, forecasting, dissemination of funds, salary disbursement and procurement.
- Manage and supervise the direct and indirect resources (e.g. staffing, curriculum, professional development, assessment roll out) of the grant.
- Co-create short and long term planning objectives with the Director of SEL that aligns to PSELI grant and district SEL goals and objectives and monitor and evaluate the PSELI programming and efficiency.
- Co-manage the data management of continuous improvement cycles at each school and meet regularly with the PSELI Data Analyst.
- Develop and manage an internal and external communication plan to inform key stakeholders of the PSELI grant.
- Coordinate school based SEL leadership teams at each pilot site based on a school strength and needs assessment completed with the grants technical advisor.
- Provide frequent, direct support and feedback to SEL leadership teams and SEL Coaches.
- Analyze and adjust SEL Programming implementation based on SEL Coaching cycle data, Professional Learning Surveys and program specific SEL data.
- Co-design and implement professional workshops and in-service learning to support learning the SEL curriculum and practices, including research on learning theory and content standards.
- Perform other related duties as directed by the Director of SEL, the Assistant Superintendent or Executive Director of SELWell.
Communication & Stakeholder Engagement
- Design and implement plans for engaging stakeholder groups including teachers, parents, students, partners, and district staff.
- Establish and maintain effective working relationships with partners, school administrators, educators, school staff, parents, and the community.
- Serving as an expert advisor and district representative of SEL, co-create a plan with PSELI Team members to disseminating information about the grant to stakeholders.
- Master’s Degree in Education, Psychology or related field.
- Experience with teaching, instructional leadership, coaching or school based administration.
- Experience designing and delivering professional learning workshops to adults, including school, district, support staff, community stakeholders.
- Strong time management and organization skills, comfort with handling multiple projects, simultaneously as well as working with rapidly shifting priorities and targets.
- Proficiency in MSWord, PowerPoint, Excel and multimodal technology, Google Mail, Calendar, Contacts, Drive.
- Ability to travel between multiple school and office sites and work on a flexible schedule.
- Ability and willingness to work outside the traditional school day.
- Willingness to travel for conferences and work with other districts.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
- Master’s Degree in Education, Psychology or related Field.
- At least 2-3 years of teaching, instructional leadership, coaching or school based administration.
- Experience using affective education programs, social emotional learning curriculum, such as Project Achieve, Responsive Classroom, Second Step, Open Circle, etc.
- Minimum 3 years of experience in the field of social and emotional learning (or related experience).
- Experience with educational standards and curriculum design.
- Experience working in urban schools, and knowledge of district organization, operations, policies, and objectives.
- Understanding of program design, data collection and implementation fidelity.
- Flexible thinker who can work collaboratively with various stakeholder groups including teachers, parents, students, administrators, and district staff; ability to create trusting relationships
- Strong intrapersonal, interpersonal, relationship and applied decision making skills.
- High attention to detail, strong communication skills, both orally and in writing.
- Ability to work independently and in a collaborative team environment.
- Demonstrated growth toward cultural proficiency and successful teaching practices with diverse student groups.
- Demonstrated knowledge and understanding of relationship of equity, access and opportunity.
- Engage in continuous learning and be committed to own professional growth in areas which support or improve delivery and implementation of SEL programming.