Social Emotional Interventionist

SPRINGFIELD HIGH SCHOOL; Springfield (VT); On-site; USD 39,000 - 41,000; Full time

Job summary

Springfield High School in Springfield, Vermont seeks a Social Emotional Interventionist to support students’ social skills and emotional resilience within the school setting. The role emphasizes collaboration with school teams and implementing targeted SEL plans.

The candidate will monitor student progress with data, support in crisis situations, and participate in ongoing professional development to stay current with SEL best practices.

Qualifications

• Experience applying SEL principles in schools.
• Ability to translate SEL plans into classroom practice.
• Strong collaboration with teachers and families.

Responsibilities

• Provide SEL and academic instruction throughout the day.
• Model emotion regulation and conflict resolution for students.
• Collaborate with staff to tailor interventions.

Skills

SEL knowledge

Communication

Interpersonal skills

Data interpretation

Education

Associates degree

Bachelor’s degree in related Human Service field preferred

Tools

Google Workspace

Job description

Starting Date: Immediately

Job Description

Job Summary:

The role of the Social Emotional Interventionist is to support students in learning and practicing social skills while building emotional resilience to be successful in an academic setting. The Social Emotional Interventionist will work collaboratively with students’ school teams and implement social/emotional learning plans that target a student’s specific areas of growth to be successful within the school environment.

Essential Duties and Responsibilities:

• Provide academic and social-emotional learning instruction throughout the school day, giving students the opportunity to learn and practice SEL skills along with academics.
• Directly model and support social and emotional skills, emotion regulation strategies, and conflict resolution skills to individual students and small groups.
• Proactively identify ways to increase inclusion opportunities for students.
• Collaborate with teachers, administrators, and parents to understand student needs, identify appropriate interventions, and modify curriculum for students as needed.
• Gather and analyze data to monitor student progress towards goals.
• As needed, meet with school teams, caregivers, counselors, and agency representatives regarding SEL or behavioral needs of students.
• Engage in ongoing professional development and stay current with SEL research and best practices to be implemented in the classroom.
• Assist in short-term interventions during behavioral crisis
• Assists in the transition of students in crisis back to classroom environments

Supervision Received: Reports to, receives daily work assignments from, and is evaluated by the building Principal.

Supervisory Responsibilities: No formal supervisory duties.

Qualification Requirements: The requirements listed below represent the knowledge, skills and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the job functions.

Preferred Qualifications

• Extensive understanding of the Positive Behavior Interventions and Supports (PBiS) framework
• Experience working with students in need of social/emotional supports within a school setting
• Experience in implementing behavior support plans
• Experience in behavior data collection and analysis
• Deep knowledge of SEL competencies, research, curriculum, strategies, and learning and instruction frameworks
• Knowledge of positive behavioral supports, de-escalation strategies, and trauma-informed practices
• Excellent communication skills (both verbal and written)
• Experience collaborating with multifaceted teams including the school community, families, and partnering outside agencies

• Education: Associates degree required. Bachelor’s Degree in a related Human Service Field i.e. Sociology, Psychology, Human Services preferred.
• Certification: Registered Behavior Technician (RBT) or equivalent behavioral certification required.
• Experience: One year of directly relevant experience in a school setting desired. Good working knowledge of children, knowledge of education, and teaching methods.
• Language Skills: Ability to read, interpret, and explain documents such as classroom assignment, professional documents, and procedure manuals. Ability to speak effectively. Ability to provide effective instructional support and receive constructive feedback.
• Mathematical Skills: Ability to calculate figures and amounts (i.e. banking, discounts, interest, commissions, proportions, percentages, area, circumference, and volume).
• Reasoning Ability/Mental Requirements: Ability to apply common sense understanding to carry out detailed written or oral instructions. Ability to deal with problems involving concrete variables in standardized situations in a safe, efficient manner. Must be able to multitask to meet objectives on time, on budget.
• Communication & Interpersonal Skills: Ability to communicate courteously, efficiently, and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Skills and Abilities:

• Other Skills and Abilities:
• Follow through and seeing tasks and projects to completion is essential.
• Pride in one's work and completion of a task.
• Willingness to assist others within changing conditions is essential.
• Good verbal and interpersonal skills with staff, students and fellow team members.
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.
• Ability to maintain confidentiality in all aspects of the job in accordance with federal, state, and Springfield School District requirements.
• Basic computer skills and experience with word processing programs. Understanding or ability to learn the Google Platform or other programs being used by the district.

Social Emotional Interventionist

Springfield School District SPRINGFIELD HIGH SCHOOL - Springfield, Vermont Open in Google Maps

This job is also posted in Springfield School District - VT

Job Details

Job ID: 5987052

Application Deadline: Posted until filled

Posted: Nov 08, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Job Summary:

The role of the Social Emotional Interventionist is to support students in learning and practicing social skills while building emotional resilience to be successful in an academic setting. The Social Emotional Interventionist will work collaboratively with students’ school teams and implement social/emotional learning plans that target a student’s specific areas of growth to be successful within the school environment.

Essential Duties and Responsibilities:

• Provide academic and social-emotional learning instruction throughout the school day, giving students the opportunity to learn and practice SEL skills along with academics.
• Directly model and support social and emotional skills, emotion regulation strategies, and conflict resolution skills to individual students and small groups.
• Proactively identify ways to increase inclusion opportunities for students.
• Collaborate with teachers, administrators, and parents to understand student needs, identify appropriate interventions, and modify curriculum for students as needed.
• Gather and analyze data to monitor student progress towards goals.
• As needed, meet with school teams, caregivers, counselors, and agency representatives regarding SEL or behavioral needs of students.
• Engage in ongoing professional development and stay current with SEL research and best practices to be implemented in the classroom.
• Assist in short-term interventions during behavioral crisis
• Assists in the transition of students in crisis back to classroom environments

Supervision Received: Reports to, receives daily work assignments from, and is evaluated by the building Principal.

Supervisory Responsibilities: No formal supervisory duties.

Qualification Requirements: The requirements listed below represent the knowledge, skills and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the job functions.

Preferred Qualifications

• Extensive understanding of the Positive Behavior Interventions and Supports (PBiS) framework
• Experience working with students in need of social/emotional supports within a school setting
• Experience in implementing behavior support plans
• Experience in behavior data collection and analysis
• Deep knowledge of SEL competencies, research, curriculum, strategies, and learning and instruction frameworks
• Knowledge of positive behavioral supports, de-escalation strategies, and trauma-informed practices
• Excellent communication skills (both verbal and written)
• Experience collaborating with multifaceted teams including the school community, families, and partnering outside agencies

• Education: Associates degree required. Bachelor’s Degree in a related Human Service Field i.e. Sociology, Psychology, Human Services preferred.
• Certification: Registered Behavior Technician (RBT) or equivalent behavioral certification required.
• Experience: One year of directly relevant experience in a school setting desired. Good working knowledge of children, knowledge of education, and teaching methods.
• Language Skills: Ability to read, interpret, and explain documents such as classroom assignment, professional documents, and procedure manuals. Ability to speak effectively. Ability to provide effective instructional support and receive constructive feedback.
• Mathematical Skills: Ability to calculate figures and amounts (i.e. banking, discounts, interest, commissions, proportions, percentages, area, circumference, and volume).
• Reasoning Ability/Mental Requirements: Ability to apply common sense understanding to carry out detailed written or oral instructions. Ability to deal with problems involving concrete variables in standardized situations in a safe, efficient manner. Must be able to multitask to meet objectives on time, on budget.
• Communication & Interpersonal Skills: Ability to communicate courteously, efficiently, and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Skills and Abilities:

• Other Skills and Abilities:
• Follow through and seeing tasks and projects to completion is essential.
• Pride in one's work and completion of a task.
• Willingness to assist others within changing conditions is essential.
• Good verbal and interpersonal skills with staff, students and fellow team members.
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.
• Ability to maintain confidentiality in all aspects of the job in accordance with federal, state, and Springfield School District requirements.
• Basic computer skills and experience with word processing programs. Understanding or ability to learn the Google Platform or other programs being used by the district.

Position Type:

School Year - Plus (185)

Salary:

$28.42 to $29.68 Per Hour

Job Requirements

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

Contact Information

• Bindy Hathorn , Principal
• SPRINGFIELD HIGH SCHOOL
• Email: [e-mail]

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