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Portland Public Schools is seeking two highly qualified classroom culture coaches, one at the primary level (pre k-5th grades) and one at the secondary level (6th-12th grades), to support teachers around building strong classroom culture and behavior management mindsets and practices that trauma-sensitive, culturally responsive, and in line with our PPS’s evolution towards a restorative culture. This is a full-time (10 month) position, reporting to the Director of Clinical and Behavioral Supports. Successful candidates must demonstrate deep understanding how to build classroom culture and expectations that are culturally responsive and trauma-sensitive. We are seeking individuals who are highly skilled at coaching and collaborating with colleagues across multiple school environments.Candidates must demonstrate excellent professional judgment, and clear, effective communication skills, in order to work successfully with teams of school-based and interdisciplinary professionals. The classroom culture coach will provide observation and consultation to educators requesting assistance, provide pre-special education referral student behavior analytic services, as well design and facilitate professional development opportunities for PPS staff. Experience and interest in working with diverse populations and multilingual learners is highly preferred.
Work with educators across the district to integrate evidence-based practices in the area of behavior into the structure and approach of their classrooms/school buildings.
Provide behavioral coaching and modeling for educators using a student-centered coaching framework.
Identify educators with robust practices to spotlight and organize opportunities for observation by colleagues.
Identify and address gaps in educator knowledge and skill sets as they relate to classroom management.
Complete informal functional behavior assessments, and the development of positive support plans, for students across the district, as needed.
Collaborate with other school and district staff, as needed, to ensure that the behavioral and functional needs of students across the district are met.
Increase educator capacity to use behavioral data in the classroom to inform interventions and behavior management strategies.
Meet regularly the Director and Assistant Director of Clinical and Behavioral Supports to analyze data review processes, patterns and trends to inform professional development needs.
Communicate and collaborate with school administrators to support effective classroom culture across buildings and the district.
Provide professional development in the area of behavioral intervention and programming for staff across the district, as needed.
Engage in ongoing professional development to stay connected to best practices and new developments in the field.
Participate positively and effectively in grade-level, team, school- and district-level meetings and workgroups.
Support the enhancement of schools’ response-to-intervention (RtI) processes.
Be aligned and collaborate with members of Student Support Services and district programs (Breathe, Beach and Bridge) to support students both with and without individual education plans (IEPs).
Demonstrate a collaborative, problem-solving orientation during all meetings, with a focus on getting to a solution that is best for students.
Develop strong, positive relationships with educators, administrators, community members, and colleagues.
Participate in disciplinary proceedings: expulsions, manifestations, and causation meetings, as needed.
Perform related work and other duties, as needed.
Preferred Professional Knowledge
Interventions and strategies to promote social and emotional functioning and mental health
Biological, cultural, developmental, and social influences on behavior and learning
Trauma’s impact on the brain and student learning
Principles of restorative practices
Principles for working with diverse student and community populations
Strategies to develop collaboration between families and schools
Evidence-based school practices that promote learning and mental health
Principles and research related to resilience, social and emotional learning, multi-tiered prevention and intervention (e.g., positive behavioral interventions and supports)
Varied models of consultation, communication, collaborative problem-solving (including active listening skills), and counseling
Research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings
Ethical, legal, and professional standards
Design and expectations of general and special education across the district
Maine State fingerprint (CHRC) authorization
Maine DOE Teacher Certification Required
Master’s degree in education, behavior intervention (e.g., Board Certified Behavior Analyst; BCBA), or related field and 5+ years of teaching experience, preferred
Position Type: Full-time
Athletics & Activities > Coaching
Maine’s largest school system has 10 elementary schools, three middle schools and four high schools serving nearly 7,000 students in kindergarten through grade 12 and about 4,700 adult learners.
The district takes full advantage of its location in a vibrant city with a thriving arts life. Schools draw on the resources offered by museums, theaters, local businesses and the city’s colleges and universities.
Portland has a highly trained teaching staff. Many teachers hold advanced degrees. All of the district's teachers continue their education by pursuing professional development activities on a regular basis.
The district provides technology to support instruction, including laptops for each student in grades seven through 12 and wireless access at all schools.
Volunteers, parent-teacher organizations and businesses donate generously of their time and money to the district – an estimated 100,000 hours per year.
Graduates of the Portland Public Schools attend the country’s top colleges and universities. See www.portlandschools.org for colleges attended by recent graduates.
The Portland Public Schools gives parents an array of program choices. The district as one of the first in the country to offer project-based Expeditionary Learning from kindergarten through 12th grade.
High school students have access to one of the broadest selections of Advanced Placement courses in Maine. Qualified high school students may take up to two college courses with tuition paid by the state. A regional arts and technology high school provides hands-on courses in growth fields such as health care, robotics and “green” construction.
More than 60 languages are spoken by students attending the Portland Public Schools. Multilingual students represent about a quarter of the district’s enrollment. The district’s diversity prepares all students for their roles as world citizens.
Portland residents can pursue lifelong learning and professional success through the academic, jobs skills and enrichment courses offered by Portland Adult Education.
Most of Portland’s middle and high school students participate actively in co-curricular activities such as athletics, drama, music and service clubs. Portland students regularly excel in academic and athletic competitions at the regional, state and even national level.
See a list of recent honors, awards and recognition for the Portland Public Schools at: www.portlandschools.org. Join Portland ME Public Schools on Facebook. A focus on service learning-- connecting the schools to the wider community—results in students undertaking many projects that benefit greater Portland.
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Equal Opportunity Employer
Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
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