Our Social-Emotional Learning (SEL) Teacher supports students in developing self-awareness, emotional regulation, relationship-building, and responsible decision-making. The SEL Teacher designs and leads engaging SEL lessons, works with small groups and individual students, and collaborates with teachers, families, and school leaders to foster a safe and supportive school climate. The SEL teachers also partners with special education and general education teachers, the administrative team, and parents to discuss students’ individual needs and to assist in the development and implementation of intervention plans to include behavior trackers/touch points. (if needed). This is a 10-month position that reports to the Upper School Principal.

Responsibilities and Duties:

• Provide academic and social-emotional learning instruction throughout the school day, allowing students to learn and practice SEL skills along with academics.
• Teach individual students and small groups social and emotional skills, emotion regulation strategies, and conflict resolution skills.
• Support classroom teachers in embedding SEL practices into daily instruction and classroom culture.
• Develop tools and resources to support students' emotional regulation, conflict resolution, and peer relationships.
• Proactively identify ways to increase inclusion opportunities for students.
• Collaborate with teachers, administrators, and parents to understand student needs, identify appropriate interventions, and modify curriculum for students as needed.
• Gather and analyze data to monitor student progress toward goals and whole school SEL-related trends.
• Meet with parents, counselors, and agency representatives regarding SEL or behavioral issues as needed.
• Collaborate with the student support team, including counselors and special educators, to coordinate interventions and behavior plans.
• Contribute to a warm, inclusive, and respectful school culture grounded in high expectations and equity.
• Offer family education sessions on a variety of SEL-related topics.
• Engage in ongoing professional development and stay current with SEL research and best practices to be implemented in the classroom.
• Lead professional development and provide coaching for staff around SEL best practices.

Qualifications Required:

• Bachelor’s degree in education, psychology, counseling, social work, or a related field
• Experience working with students in urban schools or diverse communities
• Strong understanding of child development and trauma-informed practices
• Demonstrated commitment to equity, inclusion, and culturally responsive teaching
• Excellent communication and collaboration skills

Preferred:

• Master’s degree in education, counseling, social work, or related field
• Familiarity with SEL frameworks (e.g., CASEL), restorative justice, and PBIS
• Teaching certification or licensure in a related area
• Bilingual or multilingual abilities

Physical Requirements:

Must be able to exert up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects (textbooks and materials). The teacher often moves children’s desks and chairs to change the layout of the classroom to influence the learning situation. The teacher must see and hear on a continuous basis as well as speak frequently. Positions may vary from standing, sitting, or walking. On a rare occasion it may be necessary to move quickly, run, etc. over smooth to uneven surfaces such as on asphalt, pea gravel, on the playground, or on the grass. The teacher must have manual dexterity to use office equipment, manipulate books and other learning materials, and assist students with various activities. The teacher must have repetitive movement of fingers and hands for keyboarding. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EEO Statement:

CMI does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law.