Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 360,000 students in 600+ schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career and civic life. In order to fulfill this mission we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability and integrity. Six core values are embedded within these commitments - student centered, whole child, equity, academic excellence, community partnership and continuous learning.
The High School Support Manager (reports to Executive Director of the Office of Social & Emotional Learning) will be charged with guiding cohesive strategy for scaling and deepening the implementation of district-supported SEL strategies across CPS schools. The High School Support Manager will manage and work closely with a team of Network Social & Emotional Learning Specialists to provide ongoing coaching, professional learning, technical assistance, and implementation support based upon a comprehensive assessment of school and Network needs. As part of the OSEL leadership team, theHigh School Support Manager will work closely with other managers and teams to translate research-based strategies, resources, tools, and best practices into sustained and robust implementation in schools.
The High School Support Manager is expected to successfully oversee and/or perform the following core responsibilities:
- Support Network SEL specialists in conducting comprehensive needs assessment across schools to inform a robust strategy for targeted professional learning and coaching
- Develop, progress monitor, and continuously improve a district-wide plan for implementing district-supported SEL strategies across Networks and schools, including working in partnership with other OSEL teams to scale and deepen the implementation of:
- School Climate Self Assessment and action plan
- Evidence-based SEL curricula and instructional approaches (i.e. Second Step, PATHS, etc.)
- MTSS-SEL systems and structures, including Behavioral Health Teams
- Evidence-based SEL interventions
- Restorative Practices
- Trauma-sensitive practices
- Ensure equity in the distribution of OSEL resources across networks and schools based upon need and appropriateness, including:
- Identifying schools for restorative practice coaching and monitor implementation of project scope
- Allocate extended day dollars to schools for professional learning or team meetings
- Provide ongoing guidance, cohesion, and oversight to Network SEL specialist goals and work plans to troubleshoot gaps, align to district vision, and track progress toward milestones
- Continuously build Network SEL specialists' expertise in district-supported SEL strategies and skills for problem solving, coaching school staff, and delivering professional development
- Foster ongoing collaboration and relational trust between Network SEL specialists to build on individual strengths and share best practices/resources across Networks/schools
- Foster a deeply collaborative relationship with the Office of Network Support to ensure alignment between OSEL and ONS strategy, including collaboration on district High School strategy.
- Support Network SEL specialists in problem solving Network or school issues that arise and identifying the right resources or support to address the issues
- Collaborate with other responsible OSEL managers and staff to ensure alignment of Network and school strategy with OSEL strategic plan, district vision, and cutting-edge expertise/best practices from the field
- Provide consultation to AUSL to support implementation of SEL strategies in AUSL high schools
- Review/approve suspension requests for catch-all codes, and suspension appeals for ISP high schools
- Provide consultation as needed on behavior incidents and appropriate response
- Seek continuous improvement of own professional knowledge bases and practice. Be engaged daily in self-reflective practices and seek continuous feedback from peers, colleagues and supervisor(s) to identify and execute opportunities to improve upon accountabilities.
- Performs other duties as assigned.
In order to be successful and achieve the above responsibilities, the High School/Options Social and Emotional Learning must possess the following qualifications:
Type of Education:
- Masters Degree in Education, Social Work or a related field
Type of Experience and Number of Years:
- Deep experience coaching, leading professional development, and supporting the implementation of SEL strategies in schools. Strong preference for current Network SEL specialist.
- Extensive experience leading direct reports or peers and managing multiple projects at the district- or Network-level, while meeting regular deliverables and engaging in continuous improvement
- Experience working with or on behalf of adolescents and youth in an urban setting with a focus on social & emotional learning, restorative disciplinary practices, behavioral health, or related fields
Knowledge, Skills, and Abilities:
- Deep knowledge of OSEL strategies and a foundational belief in the OSEL vision and mission
- Deep knowledge of effective implementation and continuous improvement processes
- Demonstrated ability to build relational trust among groups, coach and lead others, and develop respect among peers
- Ability to collect, analyze and present data to drive innovation and improvement required
- Demonstrated ability to lead and motivate others to achieve desired outcomes
- Highly effective communicator and ability to develop supportive consultative relationships with a wide range of district, Network and school leaders, classroom teachers, and other stakeholders
- Deep knowledge of best practices in Multi-Tiered Systems of Support to meet students' social and emotional needs
- Cultural competency and ability to navigate and promote sensitivity with issues of race and equity
- Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
- Strong analytical, time management, organizational and interpersonal skills
- Passion and urgency for social & emotional learning as a key lever to improving the educational experiences and lives of students and families in Chicago
- Proficiency in MS Office Suite (e.g., Outlook, Word, Excel and Powerpoint) and Google Drive
- Ability to travel between multiple school and Network sites
- Must possess a valid U.S. Driver's License. If selected, must have permanent use of an automobile that is properly insured
As a condition of employment with the Chicago Public Schools (CPS), employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and must maintain residency throughout their employment with the district.