Overall Purpose
The job of Director of Restorative Discipline is done for the purpose/s of working closely with students, families and support persons, group homes, and service providers to monitor and improve attendance through enforcing the student attendance policy; implementing the school's discipline policy; and collaborating with school counselors, social workers and registrars to meet attendance and discipline goals.

Direct Supervisor
Executive Director of Student Services
Essential Functions

• Collaborates with counselors, principal, and registrar to monitor students passing orientation
• Monitors student attendance to ensure compliance with school's attendance policy
• Coordinates support through school counselors for students with chronic absenteeism
• Implements interventions for student with poor attendance
• Supervises and monitors student discipline with an eye on identifying root causes
• Communicates and documents consequences of behavior infractions to student and parents
• Coordinates discipline meetings with parents, administration, and counselors in accordance with school policy
• Implements interventions for students with chronic behavior violations
• Communicates with staff regarding interventions and outcomes
• Contacts parents/ guardian/ support persons regarding student attendance and behavior
• Develops and administers practices to support campus safety
• Trains, monitors, and implements Restorative Practices in CCSD
• Informs parents of attendance and discipline concerns
• Leverages parent support in student learning
• Provides training to parents on school policy and how students earn credit
• Identifies, implements, and monitors opportunities and programs to bolster parent/ guardian participation in school life
• Works in partnership with school administration at the parent meetings to gain information and stakeholder feedback and communicate key information to parents about the academic program
• Supervises the coordinators of behavior, hearing officer, and behavior specialists
• Supervises, evaluates, and provides support to the PBIS Consulting Teachers
• Provides on-going professional development to internal and external PBIS coaches, school leaders, and school staff in areas such as universal, targeted, and tertiary supports and data collection and analysis to support the MTSS framework of PBIS and division-wide goals
• Provides oversight for required data collection activities and guides staff in the review and analysis of data for improving school climate, creating equitable opportunities for all learners, and promoting social and academic success for students
• Collaborates with various departments and offices to develop, implement, and analyze outcomes related to MTSS implementation
• Provides guidance on designing social emotional learning integration into the school
• Consults with principals and staff concerning social emotional learning needs of students
• Creates professional development to support the social emotional learning curriculum and instruction by using best practices, including research on learning theory and content standards.
• Creates and works collaboratively with other departments for the integration of district wide social and emotional learning education aligned with the district's strategic plan
• Designs social and emotional learning education workshops for parents and community
• Assesses and verifies short-term and long-term goals of the SEL program
• Uses data to make decisions and adjustments to the SEL program.
• Designs and implements professional development to support the social emotional learning curriculum and instruction using best practices, including research on theory and content standards

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies

Required to perform multiple, technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including a variety of software applications; planning and managing projects; and preparing and maintaining accurate records.

• Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; standard business practices; program planning and development; concepts of grammar and punctuation; instructional procedures and practices; age appropriate student activities; safety practices and procedures; conflict resolution; and stages of child development/ behavior.

• Ability-based Competencies

Required to schedule a number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups and individuals; meeting deadlines and schedules; setting priorities; working as part of a team; and working with detailed information/data.
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Requirements
Bachelor's Degree in related field
Minimum three (3) years' teaching experience or equivalent experience related to attendance, positive behavior interventions, and discipline
Demonstrated ability in interagency collaboration and networking

Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally, the job requires 80% sitting, 10% walking, and 10% standing.

Continuing Education/Training
Maintains all licenses and certifications

Clearances
Criminal Justice Fingerprint
Background Clearance

Fair Labor Standards Act
Exempt