Secondary Restorative Practices Instructional Coach

Grand Blanc Community Schools; Flint (MI); On-site; USD 65,000 - 85,000; Full time

Job summary

Grand Blanc Community Schools seeks a Secondary Restorative Practices Instructional Coach to strengthen school culture by modeling and disseminating restorative practices across classrooms and buildings.

You will provide direct staff support, modeling, professional learning, and feedback on community-building circles, restorative conversations, conflict resolution, and re-entry practices to enhance Tier I culture and responsive interventions.

Qualifications

• Proven ability to facilitate restorative practices and professional learning for staff.
• Experience supporting school-wide behavior initiatives and classroom culture.
• Strong collaboration with administrators, teachers, and families to sustain district goals.

Responsibilities

• Support district-wide implementation of restorative practices aligned with district values and improvement goals.
• Coach staff in use of community-building circles, restorative language, and relationship-centered practices.
• Model restorative practices in classrooms and small groups to support content-area learning and student engagement.
• Develop circle activities that promote critical thinking, problem-solving, and peer discussion.
• Collaborate with leadership to plan ongoing training and ensure alignment with PBIS and MICIP goals.
• Guide staff through observation, feedback, and co-facilitation of professional development.
• Support new staff with community-building efforts and participate in the instructional coaching team.

Skills

Restorative practices

Relationship-building

Coaching staff

Professional learning

Community-building circles

Restorative conversations

Conflict resolution

Feedback and reflection

School culture

Equity and belonging

Tools

MTSS

PBIS

Job description

Job Description
The Secondary Restorative Practices Instructional Coach will support the district's commitment to building positive school culture, strengthening relationships, increasing student connectedness, and helping reduce exclusionary discipline. This position will work collaboratively with building administrators, teachers, support staff, students, and families to implement restorative practices with consistency across classrooms and school settings. The coach will provide direct support, modeling, professional learning, and feedback to staff in the use of community-building circles, restorative conversations, conflict resolution strategies, affective language, behavior reflection processes, and re-entry practices. The position is designed to strengthen Tier I classroom culture while also supporting restorative responses when student behavior impacts learning, safety, or relationships.

Job Description
The Secondary Restorative Practices Instructional Coach will support the district's commitment to building positive school culture, strengthening relationships, increasing student connectedness, and helping reduce exclusionary discipline. This position will work collaboratively with building administrators, teachers, support staff, students, and families to implement restorative practices with consistency across classrooms and school settings. The coach will provide direct support, modeling, professional learning, and feedback to staff in the use of community-building circles, restorative conversations, conflict resolution strategies, affective language, behavior reflection processes, and re-entry practices. The position is designed to strengthen Tier I classroom culture while also supporting restorative responses when student behavior impacts learning, safety, or relationships.

Position Requirements
Required Qualifications:

• Valid Michigan teaching certificate.
• Successful teaching or comparable experience working with students in a school setting.
• Strong understanding of classroom management, student behavior, school culture, and relationship-based practices.
• Demonstrated ability to build positive relationships with students, staff, and families.
• Ability to lead professional learning and support adult learners.
• Strong communication, organization, facilitation, and problem-solving skills.
• Commitment to equity, student belonging, and building a positive school culture.
  

Preferred Qualifications

• Training or experience in community building and restorative practices, trauma-informed practices, PBIS, and de-escalation strategies.
• Experience coaching teachers or supporting schoolwide implementation of instructional or behavioral initiatives.
• Knowledge and experience with MTSS and school improvement processes.
  

Duties And Responsibilities

• Support continued district-wide implementation of restorative practices aligned with Kearsley\'s core values and school improvement goals.
• Coach instructional and support staff in the consistent use of community-building circles, restorative language, classroom agreements, and relationship-centered practices.
• Model restorative practices in classrooms, small groups, and student support settings.
• Help teachers design circle activities that support content-area learning, critical thinking, problem-solving, and peer-to-peer discussion.
• Support the development of common expectations, processes, routines, and language across secondary buildings.
• Provide coaching to teachers and support staff through observation, modeling, co-facilitation, reflection, and feedback.
• Assist in the design and deliver professional learning for staff related to restorative practices, classroom culture, de-escalation, student engagement, and relationship-building.
• Support new staff and staff needing additional assistance with community building efforts.
• Serve as a member of the district's instructional coaching team
• Collaborate with building leadership teams to identify needs and plan ongoing training.
• Partner with counselors, social workers, behavior support staff, and administrators to align restorative practices with student support plans.
• Support and grow student voice and leadership opportunities connected to school culture and belonging.
• Review discipline, attendance, perception, and student support data to identify trends and areas for growth.
• Support alignment between restorative practices, PBIS/behavior systems, MICIP goals, and district priorities.