Full Job Description
COVID-19 VACCINATION POLICY
To prioritize the well-being, health, and safety of our school community, Brooklyn Laboratory Charter School will require all staff members to have completed their full COVID-19 vaccination by September 30, 2021. In compliance with federal and state laws, we will be offering exemptions to employees who, for medical or strongly held religious reasons, are not able to be vaccinated.
LAB is seeking a Restorative Practices Coordinator to support students, teachers and culture staff in coordinating and executing LAB’s restorative practices model. This role is essential in developing and maintaining a thriving, purposeful, and inclusive culture. The RPC will supervise and support student reflection and preparation for restorative conversations. They will also guide teachers and co-facilitate relationship repair conversations and post incident “Close the Loop” (CTL) conversations.
The RPC will directly support both the MS and HS Deans of Culture, Associate Deans, and staff members to powerfully and productively engage in restorative conversations, related mediations, logical projects, apologies, and next-steps. They will help prepare all parties for restorative conversations, and will often facilitate those conversations. Over time, the RPC will work to build skill in others to co-facilitate or observe and give feedback both in the moment and after the conversation.
The majority of their time will be spent working with scholars to identify the core issue that needs to be resolved, to take ownership for their role in a difficult situation, and to prepare scholars to advocate for themselves respectfully.
Individuals who thrive at LAB tend to be entrepreneurial professionals and hungry learners who crave frequent high-quality feedback on their practice. The RPC is responsible for leading the school’s Restorative Programs, and will perform a variety of essential responsibilities, including, but not limited to:
- Proactively plan and execute systems to drive positive student behavior and create an academics-focused culture of achievement.
- Lead school staff in the development of effective techniques and systems to create and maintain positive and thriving classroom cultures that maximize student learning..
- Ensure our team follows communication norms to provide and document information OR give feedback if they do not.
- Model appropriate use of technology and respond reliably to our team.
- Ensure that Restorative Center space is organized, clean, and stocked at all times.
- Address all respect/ refusal/ learning disruption issues in accordance with RC Behavior Ladder.
- Generally use least invasive/non-verbal reminders and off-stage corrections for off-stage behaviors.
- Address all student-wandering/ classroom truancy with immediate slack to the culture team to locate the student and return them to class.
- Address all uniform issues immediately.
- Address all gum/ candy immediately (student puts away/ disposes of).
- Address all noise/volume issues disruptive to learning immediately.
- Communicate when students from RC use the bathroom so that adults know where students are.
- Does not engage with scholars who are attention seeking or escalated.
- Circulate throughout hallways and classrooms and have positive micro moments with students. Connect and correct.
- Execute a consistent routine for all students (e.g., threshold and entrance, written reflection, conversation with RPC, practice CTL conversations).
- Maintain awareness of the entire room during reflection conversations – scan the room regularly and with fidelity, pause conversation to redirect as needed.
- De-escalate scholars quickly and effectively, calling in teammates for support as needed.
- Model emotional constancy at all times.
- Model warmth and positivity for staff by having positive micro-moments with scholars at every opportunity.
- Build trust with teachers by ensuring that scholars are genuinely ready to engage in restorative conversation/ re-engage in class.
- Proactively work to build positive momentum with students through positive framing, purpose, rationale, and reminding them often that you are attending to their needs/ working to surface a transferable life-lesson with respect to their time and learning..
- Manage the reflection process – coordinate with teammates, call in support, follow up when you don’t have complete information, call in deans to talk with struggling scholars- think of yourself as an air traffic controller or offensive coordinator – it’s your job to coordinate the moving pieces.
- Use questions to ensure that the scholar is doing the reflecting and thinking during your conversations.
- Ensure you have complete information from the Dean or other adult so that you can effectively reflect and process with a given scholar.
- Verify that a scholar is ready to return to learning and that the reset was effective by checking for understanding (what was the core issue, what will you do differently next time) and ensuring the scholar is in the right frame of mind to be successful in class.
- Roleplay the CTL with the student, coaching them along the way.
- Operate with an “earn your way back” mentality – scholars earn their way back to class when they have truly reflected, owned their part, and practiced the CTL.
- Maintain or build reasonableness, authority, consistency, and relationships with scholars.
- If no scholars are in the reflection room, use that time to proactively check on your key students, monitor the hallway, and be a positive and supportive presence throughout the building.
- Embody a “whatever it takes” approach to working with struggling scholars.
- During transitions, ensure the RC door is closed if scholars are in the room. If no scholars are in the room, support the transition in the hallway.
- Communicate with the grade level dean when a scholar is ready to return to class – ensure that it is a good time for them to return and either send with a written, time-stamped pass, or have the grade level dean or other adult bring them back to class..
- As needed, facilitate or model CTL conversations and support staff as needed with completing CTLs.
- Build and maintain trust of the staff and students through flawless reliability, communication and follow through.
- Read and respond to all emails received within 24 hours.
- Start the day prepared and ready to go – charged computer, phone, radio, clipboard etc.
- Constantly monitor communication systems for relevant updates and tracking systems to proactively identify trends to address.
- Model urgency at all times (urgent, not frantic).
- Maintain student disciplinary records including liaising with the student services team on multi-tiered systems of support.
- Support the development and execution of school-wide goals and priorities, analyze data to assess progress relative to annual strategic plan, and meaningfully participate in the development and execution of strategies to ensure the school’s continual improvement.
- Views young male students of color not as liabilities or threats to society, but rather acknowledges their many assets and contributions; build LAB’s organizational capacity to continue this work over the long haul; build connections to align work across sectors; and prioritize holistic, preventative, systematic solutions that eliminate the structures limiting opportunities for our scholars.
- Shares the deeply held belief that the school-to-prison pipeline and systemic racism is real and abhorrent and takes an asset-based approach to all scholars, sharing unwavering belief in all students, especially those students who must navigate (and deserve to thrive) in a culture of systemic racism.
- This job frequently requires the ability to lift up to 30-50 pounds.
- A Bachelor’s degree, or in current active pursuit of, is required; Master’s degree preferred.
- A minimum of two years teaching experience in an urban public school or charter school setting is preferred, but not required.
- Ability to focus and thrive in a fast paced, entrepreneurial environment.
- Ability to work effectively in a team environment and the willingness and desire to support others in doing their best work.
- Ability to mobilize adults to take action toward common goals and achieve results; ability to develop a clear, shared purpose that guides and unifies a team; demonstrated ability to build effective teams to meet the needs of tasks at hand.
- Ability to articulate clear and compelling cultural and behavioral expectations for scholars, including high expectations for behavior, academics, class and school culture, student investment, and family investment.
- Demonstrated willingness to take initiative and go above and beyond typical expectations; a relentless drive and determination to achieve exceptional outcomes and results.
- Demonstrated resilience in overcoming setbacks and remaining constructive despite resistance or failure; demonstrated tenacity; ability to support perseverance in others.
- An unwavering focus on results and how they are achieved; the ability to differentiate effort from results.
- Ability to identify, analyze, and prioritize complex problems and key issues in a timely manner.
- Ability to use productive paranoia to proactively prevent/avoid any avoidable issues; responds swiftly and effectively and with emotional constancy in during unforeseen or difficult circumstances.
- Ability to proactively develop contingency plans in advance of potential or unforeseen circumstances.
- Ability to use data to accurately assess areas for improvement and develop teachers and teammates to do the same.
- Continuously and humbly seeks opportunities for personal and organizational improvement; proactively solicits and willingly accepts assistance.
- A genuine desire to develop, grow, be pushed, receive and implement feedback; disposition to see well delivered feedback as support and opportunity to grow.
- A willingness to take responsibility for behavior, mistakes, and results, learns from successes and failures, and teaches others to do the same.
- Ability to work as part of a team with shared expectations while also piloting innovative practices that align with the mission, vision and values of the school.
You will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools. Other salary differentiation will be based on experience.
In addition to competitive salaries, LAB benefits package includes:
- 80% cost share of health, dental, vision employee plan premiums
- 5% of annualized base salary contribution to a LAB retirement plan which vests at a percentage annually
- An employee professional development allowance for improving the employee’s practice
ABOUT BROOKLYN LAB
Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that opened its first middle school in downtown Brooklyn in 2014. LAB opened its second middle school in the fall of 2016, and will open its first two high schools in the fall of 2017, both in downtown Brooklyn. LAB is dedicated to serving the highest need students regardless of their academic level, English language proficiency, or disability. To achieve this, we couple a high expectations approach with an innovative, Common Core-aligned, next generation learning model designed to drastically improve the academic success of our scholars.
Job Type: Full-time
- Dental insurance
- Health insurance
- Professional development assistance
- Retirement plan
- Vision insurance
- Monday to Friday
Strict onsite safety protocols are being followed for students and staff in accordance with all state guidelines.
- Multiple locations
Work Location: Multiple Locations