Social-Emotional Learning Technician - Summit Elementary School

JOB SUMMARY: Support the social-emotional growth of students in schools by fostering positive relationships and responding to students’ needs. Working under the supervision of licensed mental health staff, this role helps students build regulation skills, supports them during times of emotional distress, and contributes to a safe, inclusive school environment. The SEL Technician also plays an important role in tracking progress through consistent documentation and collaboration with the mental health team.

ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required
• Maintain confidentiality and adhere to ethical guidelines when working with student and family information
• High school diploma or equivalent
• No professional work experience required
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Ability to implement emotional regulation techniques
• Ability to work one-on-one and in small groups with students
• Understanding of and sensitivity to the experiences of students from diverse cultural and socioeconomic backgrounds
• Effective verbal and written communication skills
• Effective interpersonal relations skills
• Effective organizational skills
• Mandatory biennial Crisis Prevention Intervention training provided by the District

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Sedentary work strength level (lifting or carrying up to ten pounds)
• Primarily works indoors
• Typically a moderate noise level
• Work location is subject to change to meet the requirements of the organization
• Prolonged standing and walking
• Frequent bending, reaching, and climbing
• May work outdoors when monitoring student activities
• Typical school setting that may involve supporting students experiencing emotional distress
• Emphasizes prevention and de-escalation through CPI techniques; may involve physical restraint in certain assignments when student safety is a concern

DESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Experience working in the public sector
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Associate’s or bachelor’s degree
• Classroom/instructional experience in an educational setting
• Experience working with students, including students with social-emotional and/or behavior challenges