Restorative Justice Coordinator job vacancy in Family Life Academy Charter Schools – Jobs in Bronx, NY 10452

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We got a new job details in Family Life Academy Charter Schools & they are Hiring Candidates for Restorative Justice Coordinator

Job Details
Company Name :
Family Life Academy Charter Schools
Company Location :
Bronx, NY 10452
Job Position :
Restorative Justice Coordinator
Job Category :
Jobs in California

Job Description :
Under the supervision of the school Principal, the Restorative Justice Coordinator, working with the school community will be responsible for the oversight of behavioral concerns and ensuring that school-wide expectations are being met at the Middle School. The Restorative Justice Coordinator will work with the school community to define and enforce behavioral expectations within our student body and provide preventive educational services to students and staff to limit behavior concerns within the school setting. In addition, they will serve as the primary interface between the school and the student’s homes, ensuring consistent and timely communication from the school. The Restorative Justice Coordinator will play an integral part in our school community by increasing family involvement at our school and communicating with families regularly about school-wide expectations. The Restorative Justice Coordinator must be able to work collaboratively with our teachers, special education team, counseling team, school leaders, and administrative team to ensure that students with high behavioral needs are succeeding both in the classroom setting and throughout the school community.

Focusing on social and emotional development by practicing the Responsive Classroom/Developmental Designs approach and the Restorative Justice Coordinator must be willing to align their practice within this framework. Additionally, the Restorative Justice Coordinator will provide consultation regarding behavior management practices by meeting with them on a weekly basis to discuss data collection, tracking data, best practices, shadowing feedback, discussing classroom management strategies to use, and discuss theme-based topics regarding system-wide systems.

Key Responsibilities:

Learning Environment:

Guide and support the community in fulfilling FLACS mission and charter goals.
Demonstrate dedication to building the school culture with attention to its core values.
Demonstrate dedication to improving the school policy on discipline and implementing additional practices to improve the school community for behavioral expectations.
Establish and maintain ongoing positive relationships and constructive interactions with students, families, colleagues, and administration.
Collaborate with all school counselors through meetings, conference calls, and school visits.
Support teachers in creating a safe and supportive learning environment with access to social-emotional, discipline, and behavioral management literature and resources.
Demonstrate commitment to working with diverse populations of families and students and model behavior that depicts respect and a feeling for the dignity and worth of all students.
Dedicated student advocate.

Leadership and Administration:

Evaluate FLACS’ existing system of consequences for disciplinary infractions and ensure school staff members are supported in successfully implementing these systems.
In collaboration with other members of the leadership team, lead the management of disciplinary responsibilities and collaborate with School Leadership as necessary.
Oversee any behavioral issues that arise on the school buses and develop an appropriate system of consequences for actions on the bus.
Oversee and supervise the reflection period as part of the school’s logical consequences systems.
Point person for determining and implementing school suspensions.
Meet regularly with school leaders to provide direct feedback.
Meet regularly with the School Leader and provide updates on professional growth needs related to the faculty and staff at the Middle School.
Meet regularly with counselors to discuss individual student needs that require counseling intervention support.

Supporting Students and families:

Serve as point person for caregivers, faculty, and students on child development issues, providing guidance and insight where needed and leading educational events.
Serve as the point person for enforcing behavioral expectations and implementing logical consequences for our student population.
Lead restorative practices in response to incidents that include students, families, and staff and promote accountability while repairing harm.
Maintain records for school culture data (behavior incidents, responses, disciplinary actions) and for counseling program data, and provide summary data to the School Leader to inform decision-making and strategy.
Meet and discuss disciplinary incidents and actions with students and families.
Provide crisis counseling to students with high needs and serve as a point person for de-escalating students in crisis and helping them utilize coping strategies to self-regulate Collaborate with the Counseling team in creating and implementing behavior intervention plans to help support students who are having difficulties in the instructional setting.
Conduct comprehensive Functional Behavioral Assessments of students with high behavioral needs.
Provide educational classroom workshops to students on making good behavioral choices and understanding school-wide behavior expectations.
Engage families as partners in their child’s school success, including early outreach and support to address attendance concerns.

Promoting School Culture:

Develop and implement a comprehensive plan to ensure the continuance of a positive school climate, including planning special and ongoing student and family events.
In collaboration with the School Leader and leadership team, lead the development of systems and processes to maintain a safe, positive, and calm student culture in all common areas, including the cafeteria, hallways, and at recess.
Act as the point person for annual school traditions that promote a positive school culture

Staff Development & Supervision:

Ensure school staff members are supported in successfully implementing Responsive Classroom and/or Developmental Designs and school discipline systems.
In partnership with School Leaders, design and deliver regular professional development to the full faculty, new teachers, and the school culture team in order to continuously cultivate a positive school climate (e.g., Responsive Classroom/ Developmental Designs, behavioral interventions, etc.).
Work closely with the School Leaders and other instructional coaches and coordinators to support inclusive, responsive, and positive classroom cultures, coaching teachers and leading professional development.
Develop and maintain a tracking system of disciplinary infractions and establish an efficient communication system for school staff to be aware of disciplinary actions.
Collect, analyze, and use data to discuss student progress and support student growth in meeting expectations for social-emotional learning, discipline, and classroom community engagement.
Develop, organize and facilitate collaborative opportunities for faculty to reflect on and analyze classroom communities, social-emotional learning, discipline, and behavior management.
Develop and conduct meaningful and well-planned staff development, including, workshops and/or book studies around social-emotional learning, school discipline, behavioral management, and crisis intervention.

Parent and Community Engagement:

Serve as a point person for families regarding student discipline and behavior.
Collaborate with the Counseling Team in developing and leading parent workshops around social-emotional learning, school discipline, behavioral management, and crisis intervention at FLACS.
Collaborate with the Counseling Team in using multiple means of communication to engage families in supporting social-emotional learning, discipline, and behavioral management at home.
Seek community partnerships within District to support the growth and development of FLACS.

Professional Responsibilities:

Serve as an active member of the school leadership team, and school culture team, and participates in regular school and team meetings.
Actively help establish and participate in the school community through weekly staff meetings, PD opportunities, staff committees, school events, etc.
Attend workshops and conferences to support the growth of FLACS and remain current about issues related to social-emotional learning, school discipline, behavioral management, and crisis intervention.
Fulfill duties, responsibilities, and commitments as outlined in the FLACS faculty handbook.
Serve as an active member of the school leadership team, school culture team, and participates in regular school and team meetings.
Contact families about attendance, truancy, and academic concerns on a daily basis.

Minimum Qualifications:

Several years of experience working with Middle School children in urban communities.
Excellent communication skills (verbal and written).
Excellent collaborative skills and organizational skills.
Proven ability to create and maintain excellent relationships with students and their families.
Familiarity with discipline procedures and laws pertaining to our special needs population.
Ability and willingness to improve school culture and school community.


Bachelor’s Degree required.
Master’s Degree in social work, school psychology, or school counseling from an accredited school preferred.
NYS Certified in Restorative Justice Practices in Schools.

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