Social-Emotional Learning Facilitator
Durham, NC
STUDENT SUPPORT TEAM – 2025-2026 School Year /
Full-time /
On-site
Thank you for your interest in joining our Maureen Joy Charter School family!
We look forward to receiving your application!
Maureen Joy is seeking a Social Emotional Learning (SEL) Facilitator for the 2025-26 school year.
This is a full-time, 10-month salaried position with comprehensive benefits.
The Opportunity:
At Maureen Joy Charter School, we are offering an unparalleled opportunity for an individual who is deeply passionate about integrating trauma-informed practices and resilience strategies into the heart of our educational approach. This innovative role combines the traditional responsibilities of a Behavior Interventionist with a forward-thinking focus on Social Emotional Learning (SEL), specifically tailored towards understanding and addressing the impacts of trauma on student behavior and learning. As SEL Facilitator, you will be instrumental in fostering an environment that not only understands the critical role of the amygdala in emotion and behavior regulation but also implements restorative practices to support healing and growth.
Who You Are:
In this pivotal role, you embody the bridge between understanding deep emotional processes and applying strategic organizational planning. You are not just an educator; you are a visionary, one who sees beyond the surface of traditional disciplinary methods and reaches into the heart of what it means to nurture and educate in today's complex world. Your insight into the workings of the human brain, particularly the amygdala's role in emotion and behavior regulation, informs every decision you make, driving your commitment to transform our school into a sanctuary of learning and growth.
Your expertise in trauma-informed practices and resilience strategies is matched only by your passion for sharing this knowledge, turning insights into action that reshapes our educational landscape. You are central to our efforts to build a compassionate, understanding, and resilient school community. Through your leadership, you will usher in a new era of education at Maureen Joy Charter School, one that recognizes the profound impact of trauma on our students' lives and addresses these challenges with empathy, science, and strategic foresight.
As the SEL Facilitator focused on trauma-informed care and resilience, you stand at the forefront of an educational revolution. Your role is critical in not just managing behavior but in understanding its roots and providing the support our students need to heal, grow, and thrive. Through restorative practices, you will guide our school away from punitive measures and towards a culture of empathy, understanding, and collective healing. You are the architect of a future where every student has the support and strategies they need to overcome challenges and reach their full potential.
Your work will be the foundation upon which we build a school environment that is aware of the challenges our students face and equipped to help them navigate these challenges with strength and resilience. You are a beacon of hope and a catalyst for change, leading by example and inspiring others to follow in your footsteps. Your role is not just a job; it's a calling—a chance to make a lasting impact on the lives of our students, staff, and the broader community.
An SEL Advocate: You believe in the power of social-emotional learning to transform students' lives. You are committed to integrating SEL principles into every school experience.
An Organizational Strategist: You have a talent for designing and implementing effective programs and strategies. You are skilled at analyzing data to inform decision-making and improve outcomes.
A Collaborative Leader: You excel in working alongside teachers, staff, parents, and the wider school community to achieve shared goals. You are a communicator who bridges gaps and builds strong relationships.
A Disciplinary Innovator: You approach discipline with a focus on restorative practices, aiming to resolve conflicts, improve behavior, and maintain a respectful and safe learning environment.
How we think this role will work to create a trauma-sensitive, safe, and supportive school:
Balance action and reflection:
The SEL Facilitator will create an environment where educators and staff not only engage in trauma-sensitive action planning and action steps, but also build in time for reflecting on the actions taken to assess where things are going well and where different or additional action is needed.
Develop a shared vision
By developing a shared vision for trauma sensitivity among all staff, the SEL Facilitator will help to establish a shared purpose and create a learning community among the staff, inviting everyone into the work and taking ownership of the work.
Tap into the power of the community
The SEL Facilitator will set the tone for a strong and supportive professional community that shares responsibility both for each other and for all students. The SEL Facilitator will work collaboratively to create a safe and supportive school based on a shared set of values, this focus extends to partnering with families.
Foster collaboration
The SEL Facilitator will play a crucial role in setting the conditions for relationships to be nurtured and to grow. Setting aside time for the SST to meet together, participate in professional learning communities, and build structures that support sharing and dialogue among SST staff.
Value inquiry
To promote new ways of thinking and new possibilities, the SEL Facilitator will create a culture of inquiry among staff and also ask themselves: What do I pay attention to? What are the next steps? What professional development is required?
Minimum Qualifications
- A Bachelor’s Degree or higher from an accredited college or university
- At least 4 years of progressive professional work experience in a related field, including at least one (1) year of school leadership experience directing a multi-tiered system of support and/or response to intervention for scholar behavior/culture in a public or public charter urban school
- At least two (2) years experience working in a charter school or public school district setting
The Strongest Candidates Will Have
- Believe. Hold the belief that all young people, regardless of their economic or social demographics, deserve a quality education and can earn a four-year college degree.
- Social Justice. Desire to be a part of Joy’s social justice mission, integrating anti-racist, student-centered instruction, and working in systemically underserved communities in Durham.
- Culture. Demonstrate an ability to develop a positive, achievement-oriented, supportive, and collaborative culture of high expectations that motivates and inspires scholars to learn at college-preparatory levels.
- Expertise. Have strong content expertise in trauma-based and resilience practices.
- Mindset. Hold a growth mindset and commit to continuously honing their craft.
- Relationship-Building. Have strong interpersonal, communication, and relationship-building skills with both young people and adults.
- Leadership Experience. At least 1 year of school leadership experience directing a multi-tiered system of support and/or response to intervention for scholar behavior/culture in a public or public charter urban school.
In This Role, You Will Get to
- Integrate Trauma-Informed Practices: Lead the integration of trauma-informed approaches throughout our school, recognizing the signs of trauma in students and applying strategies that support their emotional and psychological healing.
- Implement Resilience Strategies: Develop and implement resilience-building programs that help students overcome adversity, with a focus on understanding how the brain, particularly the amygdala, responds to stress and trauma.
- Champion Restorative Practices: Advocate for and implement restorative-based practices that move beyond traditional disciplinary actions to address the root causes of behavior, repair harm, and restore relationships within the school community.
- Build Supportive Systems: Design and establish systems and processes that embed SEL, trauma-informed, and resilience strategies across all aspects of our school, ensuring a cohesive and comprehensive approach to student well-being.
- Lead Professional Development: Serve as the lead facilitator for professional development sessions on trauma-informed care, resilience, the science of the brain and behavior, and restorative practices, empowering our staff with the knowledge and skills to support our students effectively.
- Foster a Positive School Climate: Work tirelessly to cultivate a school environment where students feel safe, supported, and equipped to navigate the challenges they face, both inside and outside the classroom.
School Culture and Climate
- Drive the effective and consistent implementation of Schoolwide Positive Behavioral Interventions and Supports (PBIS) and Trauma Informed Mindset, Approach, and Practices.
- Regularly participate in conversations about race with colleagues that aim to build a more equitable, inclusive, and culturally relevant school culture and climate.
- Maintaining expertise in culturally responsive teaching practices
Scholar Behavior, Discipline, and Safety
- Conduct scholarly behavior incident investigations and write reports.
- Oversee scholar discipline record keeping and documentation.
- Provide consistent and clear communication for parents both verbally and in writing.
- Manage suspension, alternative-to-suspension, and behavior referral processes using a restorative approach, non-exclusionary practices, and strong documentation procedures.
- Assist in the planning, implementation, and progress monitoring of effective individual scholar behavior support plans alongside scholars, parents/guardians, teachers, counselors, and other support service providers.
- Assume responsibility for the overall safety and well-being of all scholars.
Social Emotional & Academic Development
- Partner with the Director of Campus Culture to design and update Maureen Joy’s K-8 SEAD implementation plan.
- Gather, create, and organize resources in support of SEAD programming.
- Support implementation maintenance throughout the year.
- Lead professional development focused upon facilitating SEAD.
Family Engagement and Relationships
- Model for staff and support them in building and maintaining strong relationships with scholars and families.
- Plan and lead parent/guardian conferences for behavior and/or attendance-related issues as needed.
Scholar Attendance
- As part of the attendance team, manage and implement school strategy to reduce chronic absenteeism and increase scholar attendance with a trauma-informed lens and special attention to scholar subgroups (i.e. scholars who are: English Learners, socioeconomically disadvantaged, foster youth, homeless, students with disabilities, racial/ethnic groups).
Culture/Social Emotional Learning Team and Data Leadership
- With the SST, regularly capture, share, and analyze scholar culture data and trends (including SEL surveys, attendance, and discipline) to assess and inform scholar services and a Multi-Tiered System of Support (MTSS).
- Lead all data analysis with a trauma-informed lens and special attention to scholar subgroups (i.e. scholars who are: English Learners, socioeconomically disadvantaged, foster youth, homeless, students with disabilities, racial/ethnic groups).
- Regularly collect and analyze behavior referral, suspension, discipline, and violence data for both school safety planning and identification of any disproportionality, including over-suspension of African American scholars.
Staff Development and Support
- Provide ongoing support (e.g. training, PD sessions, resources, modeling, coaching, feedback) for staff on building positive classroom environments, relationships with scholars, effective implementation of the schoolwide PBIS plan, and alternatives to exclusionary (i.e. referral out-of-class) discipline practices.
- Conduct regular classroom and common area culture observations.
Miscellaneous
- Demonstrates emotional intelligence when working with students and colleagues.
- Uphold and follow school policies and procedures.
- Other duties as assigned by the Director of Campus Culture or Principal.
Disclaimer:The job description provided above is intended to outline the general nature and level of work expected from employees in this position. It is not exhaustive and should not be interpreted as a complete inventory of all duties, responsibilities, and qualifications required for the role.
Maureen Joy Charter School is an equal opportunity employer. We hire without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. We strongly encourage diverse candidates to apply.
