Job Title: Restorative In-School Program (RISP) Coordinator

Job Summary:

The primary function of the Restorative In-School Program (RISP) Coordinator is to help create a supportive environment for student(s) who violate the student handbook by using restorative practices and collaborative problem-solving approaches. 

The RISP Coordinator will guide students who have been assigned to RISP to reflect on what led them to RISP and to take responsibility in hearing the voices of those harmed and restoring the harm done.  The Coordinator will work closely with Community Assistant Principals and Deans in developing restorative approaches that build students’ capacity to self-regulate, make decisions, and self-govern. 

The RISP Coordinator will implement collaborative problem solving approaches with the goal of decreasing the frequency and intensity of behavioral episodes by helping students identify and resolve the root causes of problems. The coordinator will help students learn and practice the neurocognitive skills which are often central to the root cause of these behaviors. 

The RISP Coordinator will also help promote and maintain a positive culture/ climate within the school for all students and staff. The coordinator will help adults pursue student expectations that foster a powerful and safe learning environment.

Responsibilities:

• Oversee the RISP room and students assigned to RISP. Set clear expectations for students assigned to RISP and keep accurate records of student attendance and completion of assigned programs. 
• Communicate with teachers and organize materials for students so they can complete work in RISP when appropriate
• Work with the school administration to integrate outside resources into RISP to educate and support students in areas such as domestic violence, drug and alcohol awareness, vaping prevention, bullying, and class/school avoidance.  
• Develop and implement practices that build community and relationships through relational trust and shared values. 
• Teach students how to label emotions, solve problems, and take reasonability through communication. Equip students with prosocial skills to navigate the terrain of relationships with peers and adults.
• Conduct community building circles. Conduct circles for problem-solving to identify and resolve underlying issues that are the root causes of harm. Conduct formal conferences focusing on repairing harm. 
• Conduct circles of support and accountability for re-entry and re-integration following suspensions with staff and students. 
• Work with partner organizations as needed to conduct small group sessions with students on topics such as substance abuse, self-care, social-emotional/mental health, healthy peer relationships, and other topics as identified.
• Work in partnership with Community Teams to develop targeted, restorative consequences.
• Conduct practices that are alternatives to suspension including but not limited to conflict resolution, peer mediation, family and community conferencing, and circles for problem-solving. 
• Use collaborative problem solving approaches to address students exhibiting challenging behavior by brainstorming solutions to problems that are causing them to not meet expectations.
• Collaborate with Administration on implementing strategies to engage students and enhance school climate and culture.
• Assist the school administration in the development of Positive Behavioral Interventions and Supports (PBIS) framework for supporting students' behavioral, academic, social, emotional, and mental health. 

Qualifications:

• DESE certification required; School Counselor, School Psychologist, School Social Worker/School Adjustment Counselor, or Special Ed certification preferred. 
• 5 years-experience working in community, school or public service setting
• Experience with restorative practices 
• Counseling and/or Social Work background, or background in Restorative Justice preferred
• Fluent in Spanish and/or Portuguese and/or Haitian Creole

Position Reports to:    The School Principal and Assistant Principals

Terms of Employment:

• Grades 9-12
• Work year is 184 days

The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.