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Job Description
Under the general direction of the site Principal, the Student Advocate - Social Emotional/Behavioral (SEB) serves as a resource for students and parents to provide and coordinate targeted interventions and supports for social-emotional, behavioral, and attendance needs in support of student learning within a Multi-tiered System of Support (MTSS). The incumbents in this classification provide the school community with more engaged and committed students, directly supporting student learning and achievement.
The following alphabetical list of functions, duties, and tasks is typical for this classification. Incumbents may not perform all the listed duties and/or may be required to perform other closely related or department-specific functions, duties, and tasks from those set forth below to address business needs and changing business practices.
• Assists support staff (i.e., school psychologist, counselor, intervention specialist, teachers, administration, and culture & climate staff) by communicating and providing information to improve schoolwide structures and student support.
• Attends and participates in department and site trainings, meetings, and professional learning related to their job functions.
• Become familiar with district and school policies/procedures.
• Build relationships and collaborate with attendance staff, school psychologists, school counselors, intervention specialists, teachers, behavioral health staff, and administration to coordinate and implement strategies and interventions.
• Case manages students on their caseload with Tier II students' social, emotional, behavior, and attendance needs.
• Collaborates in student meetings (i.e., Student Study Teams, 504, individual educational program, or other meetings) to determine appropriate social-emotional/behavioral supports.
• Collaborates with PBIS teams to coordinate and match students needing Tier II social-emotional, behavior, and attendance services to determine appropriate interventions and supports.
• Communicates student progress with appropriate staff and parent/guardian.
• Conducts student observations, collects, reviews, and analyzes student outcome data with outlined intervals, and monitors student progress to adjust and/or identify student supports (fade, maintain, or intensify intervention) and make necessary recommendations to Tier PBIS teams for future action.
• Encourages parental involvement in their student's educational programs, scheduling meetings with parents and school staff, including home visits with students and/or parents if warranted or directed. • Establish collaborative relationships with families, students, and the community to assist students; refer and link students and families to community resources and agencies
• Manage assigned projects, maintain and review documents for accuracy of information, and process paperwork in a reasonable, timely manner to meet the needs of the students, families, and sites.
• Maintain notes and data and promptly document student services on assigned data tracking tools and student informational systems.
• May work flexible schedules, including evenings and weekends, in order to contact parents and students.
• Plans learning/activities using an evidence-based curriculum for small groups and facilitates small group skill building.
• Prepares and maintains various data collection for program records, including parent evaluations, attendance, behavior, academics, and home visits, ensuring accurate data collection and submission for State reports.
• Provides assistance to other support staff and responds to student misbehavior by implementing student responses aligned to District Discipline Matrices.
• Provides direct intervention and support to students in a timely manner with social, emotional, behavioral, and attendance needs utilizing evidence-based practices aligned to the MTSS framework.
• Provides families, students, and staff with high-quality, courteous, and professional service to ensure students receive interventions and support that meet their social, emotional, behavioral, and attendance needs.
• Serves as an active member of the school site's PBIS teams and coordinates (i.e., planning agenda, scheduling meetings, note taking, preparing data for analysis, conducting student profile reviews) meetings and works alongside the site administrator to prepare and plan meetings.
• Uses multiple sources of student data to monitor student progress and provide specific support for the student.
• Works directly with staff to ensure appropriate implementation of program goals.
• Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit and the District, including various mandatory District training.
KNOWLEDGE, SKILLS, AND ABILITIES
(At time of application)
Knowledge of:
• Basic understanding of Multi-Tiered System of Support (MTSS)
• Basic understanding of small-skill group facilitation
• General issues relative to children and adolescent social-emotional wellness and behavior
• Policies and objectives of the assigned program and activities
• The diverse backgrounds of District students
• Interpersonal and intrapersonal skills using tact, patience and courtesy, self-management, decision-making, problem-solving, relationship management
• Accurate record-keeping requirements established by the District and external agencies
• Knowledge and skill at using a personal computer and standard office productivity software plus programs for accessing student information
• Correct English usage in oral and written communication skills, grammar, spelling, punctuation and vocabulary
Skills and Abilities to:
• Actively participate in meeting the District's Community Compact goals and outcomes
• Apply integrity and trust in all situations
• Communicate, understand, and follow both oral and written directions effectively
• Communicate using patience and courtesy in a manner that reflects positively on the organization
• Communicate with students, staff, parents, and the public in a manner that reflects positively on the department and District
• Establish rapport and work effectively with individual students, groups of students, and families
• Establish and maintain cooperative and effective working relationships with a diverse range of people
• Learn District and state rules, regulations, and policies regarding students
• Organize, design, and present orientations and in-service training to small groups
• Plan, organize, and prioritize work to meet schedules and timelines
• Work effectively with and recognize the needs of culturally and economically diverse groups
• Interpret and communicate bilingually when needed from and to English and a second language (typically Spanish) for students and parents with limited or no ability to communicate effectively in English may be required
RESPONSIBILITY:
Responsibilities include working under limited supervision following standardized practices and/or methods, providing information and /or advising others, and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to affect the organization's services.
(At time of application and in addition to the Knowledge, Skills, and Abilities listed above.)
EDUCATION REQUIRED: Bachelor's degree in one of the following fields: child development, teaching, psychology, counseling, social services, behavioral science, or related.
EXPERIENCE REQUIRED: One (1) year of experience working with students in one of the following: teaching, counseling, tutoring, or educational professional internship.
LICENSE(S) REQUIRED:- Valid, current California Driver's License to drive a personal vehicle to meetings, training, or home visits
- Pass the District's applicable proficiency exam for the job class with a satisfactory score, including a second language (usually Spanish) bilingual proficiency exam may be required
- After an offer of employment, obtain:
- Criminal Justice and FBI Fingerprint Clearance
- Negative TB test result plus periodic post-employment retest as required (currently every four years)
- Pre-employment physical exam B through the District's provider
**This position is temporary and on call as needed and there is no guarantee of work days and work hours. There is no contract for this position and no benefits are provided.**
Classified Substitute Rate - $23.80 per hour
On-call as needed
*Materials Required:*
1. Completed application
2. Copy of official college transcript indicating the completion of a Bachelor's degree in one of the following fields: child development, teaching, psychology, counseling, social services, behavioral science, or related OR photocopy of degree earned
3. Resume
The examination process will include screening to ensure applications are complete and meet all minimum qualifications. No additional information will be accepted from applicants once the application has been submitted.
Only the most qualified applicants who pass the minimum qualifications review will be placed on the Substitute list. To move forward in the selection process, you must complete an online application through this website. Resumes may be uploaded but cannot be used in place of a completed application.
SUBMISSION OF APPLICATION: ONCE YOU HAVE SUBMITTED YOUR APPLICATION YOU WILL NOT BE ABLE TO MAKE REVISIONS TO YOUR APPLICATION MATERIALS.
When completing the application, please make sure you include ALL current and previous employment in the Work Experience section of the application and complete ALL fields, including the name and contact information of your supervisors. Experience that is included in the resume but not in the Work Experience section of the application may not be considered for the purpose of determining whether you meet the minimum qualifications.
If you have any questions regarding the recruitment process please contact the Personnel Commission office at (559) 675-4500 Ext 296.
All required documents must be submitted by the applicant. Personnel Commission staff will not upload your documents for you.T he Governing Board desires to provide a positive work environment where employees and job applicants are assured of equal access and opportunities and are free from harassment in accordance with the law. The Board prohibits district employees from discriminating against or harassing any other district employees and job applicant on the basis of the person's actual or perceived race, religion creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex, or sexual orientation. The following person is designated as the Title IX Coordinator.
Prince Marshall
Executive Director of Student & Family Support Services
1820 Howard Road, Madera CA 93637
559-416-5826
Closing Date/Time: Fri, 11 Apr 2025 -
ABOUT THE COMPANY
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Madera Unified School District - Personnel Commission
Show moreWelcome to the Madera Unified School District. We are located in the geographic center of California in a growing community of 55,000. Our district serves 20,000 students and has 2,000 employees.
We are guided by a powerful vision which encourages us to provide an educational program in which students are "driven by their aspirations, not bound by their circumstances."
From their first day of school, students are focused on learning the basics so that they can fulfill their career aspirations. As students turn toward high school, they choose a career path based on their interest, talent, and future goals. We envision a time when every child will have the skills and knowledge upon graduation so they can choose their future.
Our seven-member school board is committed to providing the focus, direction, and resources to provide a complete educational experience for students. In MUSD, we believe that students need to be connected to their schools, so we provide a rich array of co-curricular activities, including award-winning music and athletics programs, clubs and organizations, and leadership opportunities. We believe that these connections strengthen the student, round out their experience and provide reasons to stay in school.
We know that students need parent support. Our most successful students have parent encouragement. We expect parents to be involved because parents are so influential in the life of a child. When we can form a partnership between the school and the home, we are assuring the success of the child.
Achievement is on the rise. New schools are being built. In the Madera Unified School District, wonderful new opportunities await our students. -