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CCEIS Climate Coach - Temporary Professional III

Baltimore City Public Schools
United States, Maryland, Baltimore
200 East North Avenue (Show on map)
April 16, 2024

Support the effective implementation of the planned action responses of the Comprehensive Coordinated Early Intervening Services (CCEIS) work across the identified schools. Provides technical, administrative, and/or instructional support in the planning, development and administration of academic, behavioral, instructional or student support programs. Functions as a staff professional with a focus on facilitating and coordinating trauma-informed care, social emotional learning, restorative practices, behavior interventions and other related topics. Provide professional guidance and coaching to school-based staff and ensure the implementation and coordination of the appropriate resources in the identified schools. The CCEIS Climate Coach reports to the CCEIS Coordinator and works collaboratively with various central office staff.

The position is funded by the Comprehensive Coordinated Early Intervening Services (CCEIS) grant. This position will maintain grant funding for SY 20 -21. This position will require candidates to work at multiple schools and the district office to support students through the functions outlined below:

Essential Functions

  • Work with school leaders to orchestrate and align all supports, interventions, strategies, and initiatives in significant ways that support positive student outcomes.
  • Support the professional learning community to focus on practices and interventions that are restorative and equitable rather than punitive.
  • Plan, organize and execute site-based workshops and job-embedded professional development training.
  • Provide training, consultation, and support to teachers and school-based leadership teams to support their understanding of and response to behavioral issues, while also facilitating connections with the service providers in the CCEIS program.
  • Assist in establishing, developing and maintaining a problem-solving framework that supports tiered response strategies throughout the school.Support activities that include focused observation and feedback, instructional and behavioral modeling, coaching and other supportive assistance necessary to implement behavioral interventions.
  • Collaborate with the Instructional Leadership Team (ILT) to develop, implement and monitor CCEIS action plan and align goals to the School Performance Plan (SPP)Provide professional development and serve as a resource to support the use of research-based interventions related to behavior, academics and/or social emotional learning strategies by using best practices.
  • Analyze, interpret, and share data with staff; lead data reflection dialogues with instructional staff and facilitates data-based decisions with school staff.
  • Support administrators, teachers, and other school staff in identifying root causes of student behavioral issues and ways to meet students' social and emotional needs.
  • Coach school staff in developing referral, assessment and progress monitoring systems to coordinate Tier 2 & 3 behavioral health and SEL supports (e.g. Mental Health / Behavioral Supports).
  • Maintain a positive professional working relationship with others.
  • Collaborate with outside agencies and school-based staff on parent outreach strategies to increase positive home/school communication/involvement.
  • Collaborate and plan with school staff to ensure equal access to the core curriculum for all students.
  • Serve as a resource in the organization, development, and preparation of the master/intervention schedules at the school sites.
  • Maintain detailed work log highlighting tasks performed which will be used in grant reporting.
  • Attend required coaching trainings and professional development.
  • Perform and promote all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board policies and professional standards.

Maximum Salary


Minimum Salary


Desired Qualifications

  • Bachelor's degree required from an accredited college or institution; Master's degree in education or related field preferred.
  • Equivalent combination of education and experience that provides the required knowledge, skills, and abilities necessary to perform effectively in this position may be considered.
  • Excellent oral and written communication skills.
  • Ability to analyze, interpret, and report on complex topics.
  • Ability to prioritize and manage multiple projects simultaneously.
  • Ability to establish and maintain effective working relationships with school staff, faculty, and students.
  • Equivalent combination of education and experience that provides the required knowledge, skills, and abilities necessary to perform effectively in this position may be considered.
  • RP Certified Trainers preferred
  • Experience in collaborative planning and delivery of differentiated professional development to classroom teachers.
  • Knowledge of academic and behavioral interventions to support high quality instruction for all students and to meet student's individual needs.
  • Knowledge of PBIS, mindfulness and other behavior frameworks.
  • Knowledge of adult learning theory and delivery of effective professional development
  • Ability to demonstrate a deep understanding of scientifically-based reading research, reading development in young children, and developmentally appropriate instruction for children.
  • Ability to demonstrate the leadership experience, organizational skills, and communication abilities to effectively coach and support teachers and their instructional teams.
  • Strong organizational and strategic planning skills, and efficiency in meeting deadlines.
  • Exemplary interpersonal skills.
  • Knowledge of current research in teacher professional development and improving teacher effectiveness.
  • Experience facilitating teams and supporting results-oriented goals.
  • Experience presenting to and working with adults.
  • Ability and desire to motivate adult learners to improve professional practice.
  • Skilled in interpreting, understanding, and applying data.
  • Proficient in the use of multiple computer applications including, but not limited to, Microsoft Office, PD Tracking and reporting software, databases, and Online Professional Learning software.

Full time or Part time

Full time

Additional Details

Qualified candidates for the above position must submit the following:

  • Completed online application
  • Resume that clearly demonstrates the above minimum qualifications. It is important that you include all experiences and education related to the position to which you are applying.
  • Upload copies of all transcripts -undergraduate, graduate and all MSDE Certifications
  • Must provide three (3) professional references to include: name, title, business address, e-mail address and phone number
  • All documentation/certification necessary (scanned copies accepted) to substantiate minimum qualifications; must be uploaded into application
  • All documentation must be scanned and uploaded to application

Baltimore City Public Schools does not discriminate on the basis of race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age in its employment, programs and activities and provides equal access to the Boy Scouts of America and other designated youth groups. For inquiries regarding the nondiscrimination policies, please contact Equal Opportunity Manager, Title IX Coordinator Equal Employment Opportunity and Title IX Compliance Office 200 E. North Avenue, Room 208 Baltimore, MD 21202; 410-396-8542 (phone); 410-396-2955 (fax).

This position is not affiliated with any bargaining unit.