Health Lab Coordinator

Educational Service Center of Central Ohio; United States; On-site; USD 55,000 - 85,000; Full time

Job summary

Educational Service Center of Central Ohio seeks a Health Lab Coordinator to lead a program designed to teach stress management, SEL, and resiliency. You will guide de-escalation, self-regulation, and safety strategies while coordinating with staff to support student growth and family/community connections.

The role requires 3+ years of teaching or related experience, strong leadership and communication skills, and the ability to implement evidence-based health and trauma-informed practices.

Qualifications

• Three or more years of successful teaching or related professional experience.
• Demonstrated leadership, communication, and observation skills.
• Ability to implement evidence-based health, social-emotional learning, and trauma-informed practices.
• Training and demonstrated competency in de-escalation and safety strategies.

Responsibilities

• Teach and integrate social-emotional learning (SEL) skills into instruction, including self-awareness, self-management, social awareness, relationship skills, and responsible decision‑making.
• Adapt curriculum and instructional methods to provide individual, small‑group, or remedial instruction based on student needs.
• Develop standards for critical thinking and wellness decision‑making that promote lifelong health and resiliency.
• Select, maintain, and manage instructional materials and resources appropriate to student needs.
• Establish and maintain standards of student behavior to support a safe, orderly, and productive environment.
• Provide SEL‑based support for students on an individual and small‑group basis to address social, emotional, behavioral, and academic needs.
• Develop and monitor individualized student Success Plans that outline strategies for growth and support.
• Collaborate with MTSS and other school teams to coordinate interventions and ensure consistency across settings.
• Assist staff in implementing strategies that promote student regulation, resilience, and success.
• Provide social‑emotional support that fosters personal growth, self-understanding, and maturity.
• Help students interpret assessment data and make informed academic, wellness, and career decisions.
• Guide student participation in school and community activities.
• Assist in communication between students, families, and school staff to support educational and personal success.
• Communicate regularly with parents/guardians, staff, and school teams regarding student progress.
• Maintain accurate records and ensure student confidentiality.
• Participate in curriculum development, professional learning, and faculty committees.
• Maintain professional competence through ongoing training and self‑directed learning.
• Perform other duties as assigned by the principal.

Skills

Leadership

Communication

SEL implementation

De-escalation training

Trauma-informed

Job description

• Position Type:
  Elementary School Teaching/ Elementary

Job Description – Health Lab Coordinator

Title: Health Lab Coordinator

Reports To: Building Principal

Terms of Employment: Salary and work year as established by the Board of Education and in accordance with the collective bargaining agreement.

Job Goal / Purpose

The Health Lab is designed to teach stress management, social-emotional learning, and resiliency skills through evidence-based health and trauma-informed practices. The coordinator teaches students de-escalation, conflict resolution, and self-regulation strategies, while helping them develop the skills and plans necessary for intellectual, emotional, social, and psychological growth. The role supports students in overcoming barriers to learning and fosters positive connections between school, family, and community.

Qualifications

• Three or more years of successful teaching or related professional experience.
• Demonstrated leadership, communication, and observation skills.
• Ability to implement evidence-based health, social-emotional learning, and trauma-informed practices.
• Training and demonstrated competency in de-escalation and safety strategies.
• Such alternatives to the above qualifications as the Board may find reasonable and appropriate.

Performance Responsibilities

Instructional & SEL

• Teach and integrate social-emotional learning (SEL) skills into instruction, including self-awareness, self-management, social awareness, relationship skills, and responsible decision‑making.
• Adapt curriculum and instructional methods to provide individual, small‑group, or remedial instruction based on student needs.
• Develop standards for critical thinking and wellness decision‑making that promote lifelong health and resiliency.
• Select, maintain, and manage instructional materials and resources appropriate to student needs.
• Establish and maintain standards of student behavior to support a safe, orderly, and productive environment.

Intervention & Success Planning

• Provide SEL‑based support for students on an individual and small‑group basis to address social, emotional, behavioral, and academic needs.
• Develop and monitor individualized student Success Plans that outline strategies for growth and support.
• Collaborate with MTSS and other school teams to coordinate interventions and ensure consistency across settings.
• Assist staff in implementing strategies that promote student regulation, resilience, and success.

Advisory / Student Support

• Provide social‑emotional support that fosters personal growth, self-understanding, and maturity.
• Help students interpret assessment data and make informed academic, wellness, and career decisions.
• Guide student participation in school and community activities.
• Assist in communication between students, families, and school staff to support educational and personal success.

General Responsibilities

• Communicate regularly with parents/guardians, staff, and school teams regarding student progress.
• Maintain accurate records and ensure student confidentiality.
• Participate in curriculum development, professional learning, and faculty committees.
• Maintain professional competence through ongoing training and self‑directed learning.
• Perform other duties as assigned by the principal.

Working Conditions / Physical Demands

• Occasional exposure to blood, bodily fluids, and tissue.
• Support for students with behavioral and management needs, which may include physical intervention consistent with de‑scalation and safety practices.
• Strenuous tasks may be required (e.g., lifting or assisting students).
• Frequent interaction with a diverse population of students, staff, and families.

Evaluation

Performance will be evaluated according to Board policy and provisions of the collective bargaining agreement, ensuring alignment with job duties and district expectations.

Postings current as of 10/10/2026 5:10:10 AM CST.