SEL/Restorative Practices Coordinator
OSITION: SEL/RESTORATIVE PRACTICES COORDINATOR
FLSA STATUS: EXEMPT
FTE STATUS: 1.0
REPORTS TO: ASSISTANT SUPERINTENDENT OF CURRICULUM AND INSTRUCTION
DATE: 11/25/2025
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SUMMARY:
The SEL/Restorative Practices Coordinator provides district-wide leadership in implementing, sustaining, and evaluating a comprehensive social and emotional learning (SEL) and restorative practices framework across all PreK–12 buildings. This role advances the district’s strategic plan, Portrait of a Graduate, school climate/culture goals, and MTSS initiatives by supporting staff, students, families, and administrators in building strong relationships, resolving conflict, fostering belonging, and creating equitable, responsive learning environments.
PERFORMANCE RESPONSIBILITIES:
- Consistently promotes fairness, respect, empathy, and diverse perspectives in all restorative and SEL initiatives, ensuring all stakeholders feel heard and valued.
- Commits to ongoing learning and professional growth in SEL and restorative practices; mentors and supports staff and students in developing their own SEL competencies and restorative skills.
- Maintains high expectations for all students, helping build a vision of success for each learner and guiding them toward positive behavioral, social, and emotional outcomes.
- Models and fosters positive relationships and clear, compassionate communication, contributing to a safe, inclusive, and supportive districtwide climate.
- Honors and affirms the identities, backgrounds, and lived experiences of all students, ensuring culturally responsive SEL and restorative practices.
- Creates and supports environments that are accountable for effective SEL instruction, restorative interventions, assessment, and data-informed decision-making.
- Leverages community resources and partnerships to strengthen SEL programming, restorative supports, and family engagement.
- Demonstrates and encourages professionalism, collaboration, and collegiality among staff to build cohesive systems of support across the district.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
District-Wide SEL Leadership & Implementation
- Consistently promotes fairness, respect, and different viewpoints in all responsibilities
- Oversee and monitor SEL programming aligned with Michigan State Standards, district strategic goals, and grant requirements.
- Co-lead the school climate and culture priority goal area of the Strategic Plan.
- Creates and works collaboratively with other departments for the integration of district wide social and emotional learning education aligned with the district’s Strategic Plan and Portrait of a Graduate
- Provide guidance on integrating SEL into daily instructional practices, classroom routines, and school culture initiatives.
- Create and support professional learning opportunities to ensure effective implementation of district-approved, evidence-based SEL curricula.
- Plan, deliver, and track SEL services and communications with parents, guardians, and community partners.
- Offer workshops and connect students and families to additional resources as needed.
- Implement and monitor the districtwide SEL screener, including staff training, data collection, and using results to guide supports and improvements.
Restorative Practices Implementation & Coaching
- Lead the development and continuous improvement of restorative practices across the district.
- Establish a consistent PreK–12 restorative framework aligned with SEL, MTSS, and district discipline policies.
- Coach and train staff in restorative language, community building circles, restorative conferencing, and conflict resolution strategies.
- Facilitate or co-facilitate restorative conferences, circles, mediations, and re-entry meetings following disciplinary incidents.
- Provide support in high-conflict or crisis situations to help repair harm, rebuild relationships, and promote re-engagement.
- Serve as a liaison among administrators, counselors, behavior interventionists, SEL teams, and community partners.
Data Collection, Evaluation & Reporting
- Lead the collection, analysis, and reporting of SEL and restorative practices data across all buildings.
- Monitor implementation fidelity, SEL outcomes, discipline trends, and disproportionality.
- Assess short-term and long-term SEL and restorative goals and use data to guide adjustments to programming and professional development.
- Maintain required program data for internal reporting, grants, and compliance.
- Present findings and recommendations to district leadership, building teams, and the Board of Education as needed.
Professional Learning & Capacity Building
- Design, deliver, and evaluate professional development for administrators, teachers, and support staff on SEL competencies, restorative practices, relationship-building, and trauma-informed approaches.
- Support staff in planning and delivering SEL lessons and restorative interventions.
- Mentor building-level SEL and restorative champions/coaches to build internal capacity and sustainability.
- Model effective SEL and restorative strategies in classrooms and schoolwide settings.
Collaboration, Family Engagement & Equity
- Meet regularly with administration and staff to discuss student SEL needs, behavior trends, and school climate initiatives.
- Promote culturally responsive and equity-centered approaches in all SEL and restorative practices.
- Partner with student support teams, mental health professionals, and community-based organizations to provide coordinated services.
- Engage families and community stakeholders in SEL education and restorative practices through workshops, events, and communications.
- Support student voice initiatives such as peer mediation, student advisory circles, and leadership groups.
Policy, Compliance & Alignment
- Support alignment of board policy, student handbooks, and discipline procedures with restorative and SEL-informed best practices.
- Ensure compliance with district expectations for SEL, MTSS, and restorative interventions.
- Assist administrators in integrating restorative approaches with traditional discipline when necessary.
- Contribute to grant writing, reporting, and documentation related to SEL and restorative programming.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
- Bachelor’s Degree in Education, licensed School Social Work, Psychology OR Mental Health/ School Counseling. Master's level preferred.
- Minimum 5 years’ experience working with school age children, preferably in a diverse educational setting.
- Experience working within a PreK–12 school system.
- Knowledge of MTSS, PBIS, social and emotional learning, restorative practices, trauma-informed care, and relationship-centered pedagogy.
- IIRP Restorative Practices certification preferred
- Trauma-informed certification preferred
- Strong facilitation and communication skills with the ability to coach adults and support diverse student populations.
- Ability to analyze data and make recommendations for district-wide systems improvement.
- Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
- Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.
LANGUAGE SKILLS:
- Ability to explain difficult concepts for a wide audience.
- Ability to read, analyze and interpret periodicals and professional journals.
- Ability to effectively present information and respond to questions for groups of educators, students and the general public.
- Ability to write business correspondence and other related correspondence.
- Ability to express self clearly, both orally and in writing.
- Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
- The ability to integrate technology into the everyday work flow is necessary.
- Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
- Ability to use computer technology for research, data management, communications and other instruction.
- Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
- Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS:
- Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
- Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
- Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
- Exhibit a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
- Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
- Ability to define problems, collect data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
- Ability to build rapport with others and to serve diverse publics.
- Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
- Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or control; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching materials. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extend work hours and meet multiple demands from several people.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at typical levels as an average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
TERMS:
The contract, salary and other employment conditions will be established by the Board of Education in conjunction with the Lincoln Consolidated Schools and the Washtenaw County Education Association/MEA/NEA collective bargaining agreement. Further, the applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. Lincoln Consolidated Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This position description is not a contract of employment.
Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
Lincoln consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.
“ The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.”