Climate and Culture Specialist

The Arts and College Preparatory Academy; Columbus (OH); On-site; USD 55,000 - 90,000; Full time

Job summary

The Arts and College Preparatory Academy in Columbus, Ohio seeks a Climate and Culture Coach to bridge admin discipline with student social-emotional growth. The role advances restorative practices, PBIS/MTSS, and SEL across buildings, coaching teams, analyzing data, and building trauma-informed, inclusive supports.

As a member of the ACPA United bargaining unit, you will implement three-tiered PBIS, mentor staff, and drive data-informed decisions to improve school climate and student

Qualifications

• Bachelor's degree in education, school counseling, social work, psychology, or related field (Master's preferred).
• Experience implementing PBIS, SEL, or MTSS in a school setting is preferred.
• Ability to design and deliver professional development for administrators and teachers.

Responsibilities

• Facilitate restorative circles and re-entry after disciplinary incidents.
• Support data-informed PBIS/MTSS implementation across grades 7–12.
• Coordinate student peer mediation and crisis de-escalation.
• Provide classroom coaching to teachers and model restorative practices.
• Lead professional development on SEL, PBIS, MTSS, trauma-informed care, and restorative practices.

Skills

PBIS

MTSS

SEL

Trauma-informed care

Restorative practices

Crisis de-escalation

Data analysis

Education

Bachelor's degree in education, school counseling, social work, psychology, or related field

Job description

Arts and College Preparatory Academy - Columbus, Ohio

Starting Date: Immediately

Job Description

ACPA Climate and Culture Coach

Arts & College Preparatory Academy is seeking a dynamic and dedicated Climate and Culture Coach. The Climate and Culture Coach serves as a vital bridge between administrative discipline and student social-emotional growth and maturity. This role focuses on moving the school away from exclusionary punitive practices ("like suspension") and toward a restorative model, where harm is repaired, relationships are rebuilt, and students learn accountability for their behavior. The Culture and Climate Coach supports the implementation of Positive Behavioral Interventions and Supports (PBIS), behavioral Multi-Tiered Systems of Support (MTSS), and Social-Emotional Learning (SEL) across school buildings. This role focuses on improving school climate and culture by coaching teams, supporting data-driven practices, and helping build capacity for trauma-informed, restorative, and inclusive practices at all levels of support. This position will be a member of the collective bargaining unit, ACPA United.

Job responsibilities:

• All responsibilities as listed and other duties as assigned by the superintendent.

ESSENTIAL PERFORMANCE RESPONSIBILITIES

• Restorative Circles & Re-Entry Facilitation / Delegation: Facilitate or strategically delegate formal and informal restorative circles focused on conflict resolution, community building, and student re-entry following disciplinary incidents.
• Interpersonal Mediation & Resolving Harm: Serve as a neutral third party to support students and, when appropriate, staff in resolving interpersonal conflicts; guide students through the restorative process to understand behavioral impacts and craft meaningful plans to repair harm.
• Student Peer Mediation Program: Coordinate and support the peer mediation program across Grades 7–12, including identifying, training, and mentoring student mediators.
• Crisis Support & De-escalation: Respond to student crises using trauma-informed, non-violent de-escalation techniques; model calm, professional, and emotionally regulated responses during high-stress situations to support staff; assist in developing individualized behavioral support and cool-down plans for students with recurring challenges.
• PBIS, MTSS, SEL Integration & Data-Informed BLT Recommendations
  • Three-Tiered PBIS & MTSS Implementation: Support school teams in designing, implementing, and coordinating PBIS and MTSS at Tiers 1, 2, and 3 across academic and behavioral domains; provide ongoing coaching and consultation on proactive, inclusive behavioral support systems.
  • SEL Curriculum & Standards Coordination: Oversee and support SEL curriculum implementation across Grades 7–12; coordinate the integration of SEL standards with school staff (counselors, school social workers, Student Wellness Coordinator) and district leadership.
  • Data Analysis & BLT Recommendations: Collect, analyze, and track behavioral trends (office discipline referrals, attendance, SmartPass usage patterns) alongside formative assessment data; identify school-wide concerns and groups needing support to make data-informed recommendations to the Building Leadership Team (BLT) and PBIS/MTSS committees.
  • Screeners, Fidelity Tools & Assessment Support: Support the school in utilizing fidelity tools like the Tiered Fidelity Inventory (TFI) and diagnostic screeners (SAEBRS, BIMAS, Panorama); assist teachers in the area of formative assessments and analyzing/interpreting data.
  • Student Mentoring & Intervention Programs: Support School-Wide PBIS within assigned grade levels; serve as a Check-In/Check-Out (CICO) mentor and support resource for identified students; use and monitor the use of PBIS rewards; oversee the structure of after-school reflection programming.
• Instructional Coaching, Co-Teaching & Classroom Management Support
  • Classroom Push-In & Management Coaching: Provide classroom push-in support to assist teachers with managing classroom behaviors and implementing classroom management strategies while maintaining teacher authority and promoting restorative practices.
  • Curriculum, Differentiation & Assessment Leadership: Support the implementation of differentiation, instruction, and assessment; model instructional planning and delivery that align with district initiatives, standards, and ACPA curriculum; provide assessment leadership in reading, mathematics, and other areas designated by administration.
  • Non-Evaluative Classroom Observations & Feedback: Provide opportunities for teacher/classroom observations of staff members that are non-evaluative; observe classrooms (as requested) and provide targeted feedback using Bullseye, engaging teachers in pre- and post-observation reflective dialogue.
  • Co-Teaching & Instructional Strategies: Support teachers in implementing or practicing new instructional strategies by co-teaching and facilitating reflective dialogue; support a restorative approach balancing high expectations with high support.
  • Technology Integration: Integrate technology within curriculum, instruction, and professional development.
• Professional Learning, Systems Oversight & School-Wide Planning
  • Professional Development Design & Delivery: Design, conduct, and deliver workshops and professional development for administrators and teachers on SEL, PBIS, MTSS, de-escalation strategies, trauma-informed care, Tier 1 restorative practices, and effective behavioral/instructional strategies; facilitate alignment of staff PD.
  • BLT, One Plan & TBT Participation: Participate actively with the Building Level Team (BLT) in the development and implementation of the school One Plan; participate in appropriate grade level, department team, and Teacher-Based Team (TBT) meetings; build teacher capacity to utilize data to make informed decisions.
  • Weekly Administrative Alignment: Meet with building administration on a weekly basis ensuring activities are aligned with school mission/vision; examine school data and assist in school-wide planning.
  • Operational Climate Systems Oversight: Oversee building-wide behavior and climate systems—including monitoring and reporting SmartPass usage trends, hallway expectations, late student arrival documentation, and reflection room protocols—coordinating or delegating facilitation to designated staff and teams.
  • Climate Daily Bulletin & Proactive Campus Supervision: Maintain daily communication with staff via the Climate Daily Bulletin; provide active supervision in hallways, common areas, arrival/dismissal times, and assigned lunch periods (monitoring bathroom usage adhering to safety and privacy guidelines) using verbal redirection, monitoring movement, and proximity support.
  • Documentation & Records: Maintain accurate and confidential records of restorative conferences, disciplinary incidents, and intervention outcomes; document student disciplinary incidents in accordance with school policies and procedures.
  • Networking & Community Liaison: Network with other school specialists, district personnel, and community partners; represent district MTSS behavioral efforts to community partners and coordinate school-community programming.

Student Supervision

• Provide active supervision in hallways, common areas, arrival/dismissal times, and assigned lunch periods.
• Utilize proactive supervision strategies including verbal redirection, monitoring student movement, and proximity support.
• Monitor student bathroom usage during lunch periods while adhering to safety and privacy guidelines.
• Facilitate after-school reflection room programming for uniform non-compliance and other school climate disruptions.
• Monitor and report SmartPass usage, identify student trends of usage and formalize plans with students for over usage

Minimum Qualifications

• Bachelor's degree in education, school counseling, social work, psychology, or a related field (Master's preferred).
• Valid state licensure or certification in a related educational or school-based mental health field.
• A high level of emotional intelligence, resilience, and the ability to remain the calmest person in the room during crises.
• Minimum 2–3 years working with adolescents, preferably in an urban or diverse school setting.
• Experience implementing PBIS, SEL, or MTSS in a school setting.
• Experience in planning and implementing interventions across academic and behavior domains.
• Successful direct experience with children exhibiting social, emotional, and behavioral challenges.
• Experience with professional development for teachers and/or other education professionals.
• Ability to design and deliver quality professional development for administrators and teachers.
• Experience with fidelity tools such as the Tiered Fidelity Inventory (TFI) is preferred.
• Familiarity with behavioral and SEL screeners (e.g., SAEBRS, BIMAS, Panorama) is preferred.
• Knowledge of trauma-informed care, culturally responsive practices, and restorative approaches.
• Familiarity with SEL and behavior screeners (e.g., SAEBRS, BIMAS, Panorama) and fidelity tools (e.g., TFI) is preferred.

Position Type: Full-Time

Job Requirements

• At least 1 year(s) of relevant experience preferred.
• Bachelor degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Ronnie Brown , Superintendent
• The Arts and College Preparatory Academy
• Phone: [phone]
• Email: [e-mail]

Job ID: 5770383

Application Deadline: Posted until filled

Re-Posted: Nov 05, 2026 5:00 AM (UTC)