TAT Teacher

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------CLASS TITLE: Restorative Justice Coordinator

Description

Restorative justice is grounded in the worldview that fostering connection and belonging, addressing people's needs, and building their skills is more effective in creating a healthy and safe community rather than punitive measures. The Restorative Justice Coordinator reports to the school principal and works directly with students, staff, admin, families, and school stakeholders to facilitate restorative practices, build schoolwide systems and capacity for restorative justice, and advance the reach of restorative justice in the CPS community.

Main job function:

Cultivate a schoolwide culture of healing and safety through accountability, skill-building, and relationships.

Primary Responsibilities:

Facilitate restorative practices across universal, targeted, and intensive tiers of support with all school community stakeholders Facilitate Tier 1 proactive restorative practices with administrators, staff, students, and families (e.g. check-ins, establishing shared values, community building, restorative conversations, classroom talking circles and restorative communication to build community and celebrate students and achievements).Facilitate and connect students, families, staff and administrators to appropriate Tier 2 and 3 responsive restorative practices (e.g. restorative conversations, peace circles, Peer Conference, re-entry processes, responding to crisis or trauma, and offering support).Setting up and maintaining physical space for the implementation of restorative practices at all tiers (e.g. creating a school Peace Room or assisting teachers in creating classroom-based spaces for restorative work). Provide training and coaching to build capacity within school community in restorative justice mindset and skills Design and lead training for staff and administrators on restorative justice (intro to restorative justice, restorative communication, restorative conversations, talking circles, peace circles). Develop scope & sequence that meets the school’s restorative justice needs and goals.Model and co-facilitate restorative practices in classrooms and in staff meetings, with an objective of building staff capacity to facilitate, including a restorative discipline protocol to communicate school-wide expectations for restorative justice practicesProvide individual and team coaching for administrators and staff to develop restorative justice skills; observe the facilitation of restorative practices and provide constructive feedback. When individual student social, emotional, and/or behavior issues arise, consult with school staff on restorative prevention, de-escalation, and intervention strategies, and identify opportunities for minimizing or addressing behavior issues in the futureCollaborate with and seek input from stakeholders, including parents and community members, through outreach, focus groups, and shared leadershipDevelop students’ restorative justice skills through Peer Conference, restorative justice workshops for students, and restorative justice leadership and facilitation opportunities for students (including student-led community events) Participate in the Chicago and CPS restorative justice community to further the growth of restorative justice Participate in programming for Restorative Justice Coordinators, including communities of practice and coachingConnect the school to local restorative justice-related community partners, resources, tools, professional development, etc.Attend regular professional development training and coaching in restorative justice, cultural competency, anti-racism, trauma responsiveness, circle practice, and related topics Develop data-informed strategic goals for schoolwide restorative practices implementation within the school’s Continuous Improvement Work Plan. Collecting and analyzing schoolwide data on the implementation of restorative practices to identify areas for growth, inform training and coaching offerings. License RequirementsTeachers must possess at least one of the following valid teaching licenses issued by the Illinois State Board of Education: Professional Educator License (PEL) or Educator License with Stipulations (ELS), properly endorsed for this position. The endorsements are Social Studies and ESL. Knowledge, Abilities, and Skill. Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques.Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with pupils, parents and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of pupils.Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.Physical Requirements. Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle and finger objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use offer visual acuity.

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