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Location

Oakland, CA | United States

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Job description

Escuela Bilingüe Internacional (EBI)

Job Description

Escuela Bilingüe Internacional (EBI)

Job Description

Job Title: Director of Learning Services and Social Emotional Programs

Job Class: Full-time, Exempt, Administrative Position

Reports to: Head of School

EBI is seeking faculty and staff members who, in addition to their specific
responsibilities, demonstrate the following:

• Enjoy working in an international, diverse school environment;
• Share in our values of bilingualism, educational excellence, diversity, international

mindedness, and character;

• Support the mission of EBI;
• Bring a positive attitude and a sense of professionalism to the School community;

The Director of Learning Services and Social-Emotional Programs oversees, designs and
directs the learning services and SEL programming of the school. The learning service
programs include pull out, push in services in all levels and the Study Skills program in
Middle School. The SEL programs include the advisory and character education
programs in Lower and Middle School. This position also works collaboratively with
classroom teachers, learning specialists, and the school leadership team to help students
succeed academically, socially, behaviorally, and emotionally. The Director of Learning
Services and Social-Emotional Programs reports directly to the Head of School/ Senior
Leadership Team (in lieu of the HoS) and/or Division Heads, is part of the EBI Student
Success Team, and collaborates with other administrators, grade level team leaders,
faculty, staff, and parents. This person will collaborate and consult with parents/guardians
and faculty regarding students’ academic and emotional needs as well as provide outside
referral services to students in need of treatment. This person must have experience in

developing and implementing students’ well-being and wellness programs including
academic and behavioral plans. Based on the drafted plans, the Director of Learning
Services and Social-Emotional Programs should also provide Tier 2 direct services until
the hiring of the members of the Student Success team and support teachers in providing
Tier 1 services. Once the team is complete, direct services will continue with students that
require higher needs.

The position description outlines both current needs and anticipates future needs to
account for program growth.

QUALIFYING CHARACTERISTICS:
A degree in school psychology and/or a degree in clinical psychology; (Psy. D.

PhD or EdD) required.

• Several years of clinical experience as a school-based psychologist in a lower,

middle school, or high school setting and a deep commitment to students’
social-emotional growth and well-being.

• Strong understanding of the physical, social and emotional developmental

stages of students ages 3 to 14.

• Deep understanding of school communities with an ability to design, implement,

and evaluate innovative character and socio-emotional education programs for
multiple constituencies, to include health, wellness, growth mindset, media
literacy, and mindfulness, among others.

• Knowledge and experience with the International Baccalaureate program and

Responsive Classroom strongly preferred.

• Excellent clinical, interpersonal, communication, listening, and organization skills.
• Proven ability to collaborate effectively with colleagues and to establish

supportive relationships with all school constituencies within the early years,
lower and middle school divisions.

• Ability to maintain composure, confidentiality, tact, sensitivity, and flexibility during

peak stress periods and crisis intervention situations.

• Experience working with students with learning differences, ADHD, and/or school

anxiety is preferred.

• An ability to connect with students, faculty, and families of diverse backgrounds

and understand the role that identity plays in their relationship to health and
wellness issues.

• An understanding of social media and its impact on health and wellness.

• Strong knowledge of the ethical and legal considerations related to counseling

practices and experience in working collaboratively with other mental health
professionals in a school or community-based organization setting

• Thoughtful and adept at conflict resolution.
• Collaborative leadership style.
• Courage to support and/or make difficult or unpopular decisions, when needed.
• Fluent in both English and Spanish languages strongly preferred.

ESSENTIAL JOB DUTIES (SOCIAL-EMOTIONAL PROGRAMS)

• Direct and oversee the student well-being, character, and social-emotional

programs.

• Serves as the primary leader of the EBI Student Success Team and

collaborates with its members.

• Supports the hiring process of Student Success Team members.
• Works collaboratively with the Head of School/Senior Leadership Team (in lieu

of the HoS) and is responsible for the design, implementation and evaluation of
the school’s well-being, character and social-emotional curricula in alignment
with the EBI Mission, the IB Programmes, IB Learner Profile, CASEL, and
Responsive Classroom, among others.

• Responsible for accrediting the school as a recognized State and then National

School of Character.

• Provide strong leadership and modeling in support of the EBI Mission and

vision and collaborative work with the Head of School/ Senior Leadership Team
(in lieu of the HoS) and Division Heads to develop and maintain the mission,
vision and philosophy of EBI’s 21st-century educational and co-curricular
programs.

• Works with Division Heads to lead the hiring process for all counseling and

paraprofessional staff for social and emotional learning programs when
applicable.

• Supervises and works as a collaborative team member with school counselors

when applicable.

• Oversight of SEL support to students to include:
• Assessment of students’ emotional and behavioral needs, and provide

culturally responsive approaches to students and families from diverse
backgrounds.

• Promoting problem-solving, conflict resolution, positive peer

relationships, and social problem solving, and reinforce positive coping
skills and resilience.

• Improvement of student communication and social skills.
• Providing individual assessment (observation and screening) to

determine student needs

• Making referrals to outside resources and coordinating service with

community-based providers.

• Supporting the development of service-learning programming.
• Providing SEL support to high need students

• Use basic interventions, if needed, or provide crisis intervention when

necessary for students, their families, and school personnel connected to the
student.

(LEARNING SERVICE PROGRAMS)
Directs the overall learning services program for PK-8 students

• Supervises and mentors PK-8 Learning Specialists
• Creates personalized academic plans for students in need of academic

accommodations as a result of an interactive process (prolonged absence,
medical leave, etc.) identified by the Student Success Team.

• Observe classes and work with teachers and learning specialists to identify

students needing additional learning supports and those needing to be
challenged more

• Support and systemize learning services resources and platforms, meetings with

teachers, parents, and learning specialists to best meet the needs of students

• Oversight of learning supports to students to include:
• Providing individual assessment (observation and screening) to

determine student needs (IAP’s, external referrals) using culturally
responsive approaches to students and families from diverse
backgrounds.

• Making referrals to outside resources and coordinating service with

community-based providers.

• Supporting the development of service-learning programming.
• Create a system for tracking the progress of students who are receiving

learning support that is more frequent and robust than classroom
assessments offer. Use this information to adjust learning supports in a
timely manner.

• Create and maintain a system for documenting student support plans.

Coordinate with Division Heads and learning specialists to ensure that this
information is passed on as students pass through the curricular program.

• Providing direct learning services to high need students until finalizing

the hiring process of learning specialists.

(PROFESSIONAL DEVELOPMENT AND STAFF/PARENT SUPPORT)
Provides ongoing professional development for all teachers, support staff and

families in character, SEL, SES, health, meta-learning, mindfulness,
differentiation, EBI policies among others.

• Supervise and mentor lower school learning specialist and teachers on best

practices for teaching reading, writing, and math to struggling students

• Work with the learning specialists to support families in making appropriate and

timely referrals for outside support services for psychoeducational testing,
Educational Therapy, tutoring, and OT

• Work with parents and students when referring students out for clinical

consultation.

• Support the Director of Academics, Head, Division Heads, and/or families when

there are school fit and conditional contract concerns.

• Provide input and assist in the review and update of effective school policies

such as discipline, behavior, student transitions, and learning support section of
Student and Family Handbook.

• Work with the Director of Advancement and Admission to manage marketing

and PR for all school Character/SEL and Parent Education programs
sponsored or promoted by EBI and to communicate to the school and
community at large.

• Works in collaboration with the Head of School/ Senior Leadership Team (in lieu

of the HoS) and Student Success Team to host regular parent education
programs and discussions.

• Provides support, guidance, and collaboration with Divisional Leadership

regarding behavioral or disciplinary issues that arise in the daily activities and
classroom routine of all students.

• Supports and collaborates with Divisional Leadership to coordinate and oversee

lunch time management and activities.

• Provides written reports of Well-being, Character and SE programs or

data management to the Head of School/Senior Leadership Team (in lieu

of the HoS) for any requested data for Board of Trustees reports and/or
special committees.

• Supports and collaborates with the Director of Admissions and Divisional

Leadership in the planning and implementation of EBI
retention/recruitment events.

• Additional responsibilities include the management of counseling records and

meeting notes.

GENERAL DUTIES
Serves as a member of the Leadership Team and/or Pedagogical Team and

meets regularly with the Division Heads and Head of School as needed

• In collaboration with the other administrators of the school, assist with

communication for all parent organizations and affiliations

• Support as needed or required all recruitment, fundraising, alumni and

community activity events of the Admissions and Development Departments

• Provide a compassionate and thoughtful environment in which the

community can learn and be a part of adhering to and living the mission

• Performs other duties as assigned by the Head of School/Senior Leadership

Team (in lieu of the HoS)

PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT
Works in a school environment dealing with a wide variety of opportunities,

challenges and mission directives.

• Work primarily in a traditional climate-controlled environment
• Perform other duties as assigned by the Head of School/Senior Leadership

Team (in lieu of the HoS) as it supports the school, its leadership and
mission

The successful candidate will be excited about, be comfortable with, and be
experienced in working in an early childhood, elementary and middle school setting.
She/he will have a demonstrable history of successfully providing psychological services
to a range of children in an academic environment. The school psychologist must show
cultural competence in working with a diverse school population and have a
demonstrated commitment to addressing issues of equity, inclusion, and belonging, and
privilege. A passion for working with lower and middle school students, a flexible

attitude, a commitment to lifelong learning, a keen sense of empathy, and a sense of
humor are essential.

EBI uses a salary scale that is based on education and years of experience and ranges
from $130,000 to $160,000

To be considered for the position, please submit the following dossier as either a PDF
file or one MS Word document to [email protected]

• Application
• Letter of interest
• CV or resume
• Statement of educational philosophy
• Contact information for four professional references

Please note that incomplete files, or files or candidates that do not meet the desired
qualifications, will not be considered.

Applications will be reviewed as they are received, and the position will remain open
until filled. Prospective candidates may learn more about the school by visiting the
website: Thank you for your interest in Escuela Bilingüe
Internacional (EBI). No phone calls or emails, please.

EBI is an Equal Opportunity Employer and is committed to diversity. We encourage all
qualified candidates to apply.

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Job tags

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Salary