Restorative Practices Coach

Chapel Hill-Carrboro City Schools; Carrboro (NC); On-site; USD 42,000 - 54,000; Full time

Job summary

Chapel Hill-Carrboro City Schools seeks a Restorative Practices Coach to implement restorative approaches, SEL, PBIS, and MTSS Tier I/II supports in the school. The role focuses on building a positive climate and reducing suspensions while supporting student learning.

The RP Coach will work with staff to repair harm, enhance relationships, and provide targeted interventions in reset/restoration spaces. Requires a high school diploma; some college coursework preferred.

Qualifications

• High school diploma or equivalent required.
• Some college coursework in education, psychology, or related fields preferred.

Responsibilities

• Coordinate and supervise restorative spaces for students.
• Support MTSS Tier I behavioral interventions and SEL/PBIS initiatives.
• Collaborate with staff to implement equity-centered classroom strategies.
• Engage families to review student performance and behavior.
• Maintain accurate student records and participate in training sessions.

Education

High school diploma or equivalent

Some college coursework in education or psychology (preferred)

Job description

Job Title: Restorative Practices Coach
Salary Schedule: Classified; CHCCS Classified Scale
Reports To: School Principal
Salary Grade: 104
Work Location: Chapel Hill High School
FLSA Status: Non-exempt
Work Schedule: 10 Month

Position Summary

The Restorative Practices (RP) Coach will work to support the process by which students and adults develop skills to repair harm in relationships and build a stronger sense of community within the school. The RP Coach will work to build and deepen a positive school climate and culture by supporting the staff in the successful implementation of equity centered classroom strategies, Restorative Practices, Social Emotional Learning (SEL) competencies, and Positive Behavior Interventions and Supports (PBIS) as part of the Multi-Tier System of Supports (MTSS) Tier I process for behavioral interventions. Additionally, the RP Coach will directly support students in behavioral MTSS Tier II and Tier III. This position will be responsible for providing students with a curriculum of academic, behavioral, and disciplinary interventions within reset/restoration spaces in the school, in order to decrease the number of out-of-school suspensions, improve overall climate of the school, and ensure that students struggling academically will not miss instructional days of school. While the goal of this position is to support building safe and affirming learning environments, some specific goals aligned with the roles and responsibilities of this position include

Implement and Enhance Restorative Practices

Increase the use of restorative practices throughout the school to improve relationships and build a stronger sense of community. Key Performance Indicators (KPIs):

• Number of staff trained in restorative practices
• Frequency of restorative circles or conferences held
• Reduction in repeat behavioral incidents

Integrate MTSS Tier I Behavioral Interventions

Successfully implement and support equity-centered classroom strategies, SEL competencies, and PBIS as part of the MTSS Tier I process. KPIs:

• Improvement in school-wide behavioral data
• Increase in staff proficiency with Tier I interventions (measured through surveys or observations)
• Number of classrooms effectively implementing SEL and PBIS strategies

Reduce Out-of-School Suspensions Objective

Decrease the number of out-of-school suspensions by providing effective interventions within reset/restoration spaces. KPIs:

• Percentage reduction in out-of-school suspensions
• Number of students successfully participating in reset/restoration programs
• Improvement in academic performance of students involved in these programs

Support MTSS Tier II and Tier III Interventions Objective

Provide direct support to students requiring more intensive behavioral interventions as part of MTSS Tier II and Tier III. KPIs:

• Number of students receiving Tier II and III supports
• Improvement in individual student behavioral data
• Successful transitions of students from higher tiers back to Tier I

Essential Duties

• Coordinates, provides, and supervises instructional and behavioral activities for students assigned to reset rooms or restoration spaces
• Coordinates assignments and activities with classroom teachers of referred students; provides tutorial assistance as needed and monitors student's class work while in the reset room/restoration spaces
• Assists students in examining misbehavior and developing strategies to prevent recurrences
• Provides support in the development and implementation of current best practices in equity centered classroom strategies, restorative practices, PBIS, and SEL
• Consults with Principals and staff concerning behavioral expectations and needs of students while they are assigned to the reset room/restoration spaces
• Coordinates conferences with families to review student's performance, behavior and other issues while they are assigned to reset rooms/restoration spaces
• Attends in-person meetings, training workshops and educational conferences to maintain and improve professional competence
• Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations

Education/Experience Requirements

Minimum Education

• High school diploma or equivalent (GED)
• Some college coursework in education, psychology, or related fields (preferred)
• Possesses the ability to work and interact with individuals at all levels within the school community
• Excellent people skills - demonstrated ability to create functional, working relationships with school staff, community partners, and parents
• Demonstrated knowledge of youth development
• Demonstrated ability to work with nonmotivated and at-risk students
• Has the ability to organize, prioritize and manage multiple priorities
• Possesses excellent communication skills: oral (including presentations), written, interpersonal (active listening), negotiating, and influencing
• Has the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve performance
• Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint, Outlook), databases, and student information systems, and email communication systems
• Follows through on duties and projects assigned

Physical Requirements

• Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards
• Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards
• Must be able to lift and carry up to 50lbs
• Must be able to talk, listen and speak clearly on telephone

Disclosure

This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual's ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.
Revised 7/30/2026