Urbana School District #116

 

TITLE:  High School Alternative Day Assignment Facilitator (Restorative U)

 

LOCATION:  Urbana High School

 

SUPERVISOR:  Building Principal 

 

JOB SUMMARY:  The mission of Urbana High School, a community of learning, is to engage and inspire students while promoting their intellectual, social, and emotional growth. Under the general direction of the principal, the teacher is responsible for fully supporting the school's mission. Under the general direction of the Principal, the teacher is responsible for helping students learn subject matter and skills that will contribute to their development as mature, able, and responsible students.  The Alternative Day Assignment (ADA) or Restorative U  classroom is a temporary educational placement for students unable to be in the regular classroom setting due to disciplinary or pending disciplinary action.  Students must report to the ADA for a specific time as determined by a Student Engagement Advocate, Student Interventionist, or Administrator.  The teacher is responsible for providing educational services to students temporarily placed in ADA, as outlined below.

 

ESSENTIAL FUNCTIONS:  To perform this job successfully, the facilitator must be able to perform each essential function at a level of proficiency. A proficient RU Facilitator:

• Is knowledgeable and competent in restorative practices and general high school behavior practices.
• Is a proponent of and advocate for restorative practices.
• Assists students with completing classwork considering student needs, ability levels, and interests.
• Implements social-emotional learning instruction that is clear, well-organized, and accurate.
• Implements appropriate instructional activities that require higher-order thinking skills and allows for extension and enrichment of student learning.
• Integrates knowledge gained from staff development and professional educational literature when implementing best practices.
• Actively pursues increased knowledge of students and best social-emotional practices.
• Selects materials with consideration of various learning styles.
• Seeks resources to enhance social-emotional learning.
• Plans for the use of technology when applicable.
• Presents accurate and complete content area information as needed to enhance student's completion of work.
• Implements instructional supports that address district curriculum goals, objectives, and state standards.
• Provides background and/or explanatory information to increase students' depth of understanding.
• Opens instructions with the use of effective strategies to build interest.
• Explain instructions and content clearly, checking for students' understanding as necessary.
• Adjusts instruction as needed during the instruction based on student response and feedback.
• Makes effective use of the entire learning period.
• Makes appropriate accommodations for individual students.
• Completes reports mandated by the building and district.
• Provides ongoing student progress updates to students, parents, and school staff.
• Interacts with students in a mutually respectful and friendly manner.
• Establishes a trusting environment that fosters risk-taking and enhances positive student self-concept.
• Capitalizes on student interests and experiences as they relate to learning activities.
• Provides opportunities for students to assume responsibilities and develop independence.
• Recognizes and encourages diverse opinions while preparing students for membership in a multicultural society.
• Establishes and maintains high learning expectations.
• Foster's enthusiasm for learning in all students.
• Maintains a functional, attractive environment with materials conducive to student learning.
• Establish procedural routines that are clear to students.
• Manages more than one situation at a time when necessary.
• Teaches clear behavioral expectations to students and checks for understanding.
• Addresses student problems in an organized, fair, and consistent manner.
• Seeks to improve specific and chronic behavioral problems.
• Monitors student behavior continuously while maintaining a consistent and appropriate emotional demeanor.
• Collaborates with parents, support staff, and others to develop and carry out a plan to improve student behavior.
• Reinforces appropriate student behaviors.
• Handles disruptive classroom situations.
• Works cooperatively with all staff, administration, parents, and community.
• Responds professionally to conflict.
• Treats people individually, irrespective of race, gender, or socio-economic background.
• Uses discretion in handling confidential information and difficult situations.
• Demonstrates punctuality in arrival and departure times from the building, classes, and meetings. Demonstrates consistent attendance.
• Informs administrators and appropriate personnel of school-related concerns and difficulties as they arise.
• Meets all professional responsibilities in a timely manner, including providing accurate information.
• Complies with building policies, school board policies, and requirements in the Collective Bargaining Agreement.
• Communicates often with faculty and staff through email or in person about the progress made by the students and the need or receipt of work.
• Keeps abreast of building and district-level committee work.
• Demonstrates commitment to professional growth by participating in building and district staff development.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner.
• Strives to maintain and improve professional competence.
• Attends staff meetings and in-service activities as directed.
• Serves on staff committees as required.
• Maintains professional relationships with students and faculty; follows ethics of the teaching profession; and promotes the welfare of students at all times.
• Attends and participates in training related to the job summary and essential functions of this position (e.g., restorative practices, Therapeutic Crisis Intervention, bullying prevention, etc.).

 

ADDITIONAL RESPONSIBILITIES: Facilitator may assume additional roles and responsibilities within the school and/or district on a voluntary or compensatory basis as described in the Collective Bargaining Agreement and/or in agreement with the principal and/or assistant principal(s).

 

QUALIFICATIONS:

 

EDUCATION: A Bachelor's degree in Social Work or Psychology from an accredited college or university is preferred but not required.

 

EXPERIENCE:  Minimum of two to five years previous experience in a diverse high or middle school setting preferred (grades 6-12). 

 

TERMS OF EMPLOYMENT: Monday through Friday, 7:30am to 4:00pm

 

EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board's policy on the evaluation of professional personnel.

 

START DATE: ASAP

 

NOTE: This is a position within the collective bargaining unit and is not an administrative position.  This is a non-exempt position.

 

AN EQUAL OPPORTUNITY EMPLOYER

 

REVISED: MAY 2020