Social and Emotional Learning Specialist, 2025-2026 School Year, Structured Learning Center

Primary Purpose: 

Provides supplemental social and emotional services related to the academic and social needs of identified At-Risk and educationally disadvantaged students so that students benefit from the instructional program, meet state academic standards, graduate, and achieve post-secondary goals. 

Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 

Education/Certification/License: 

Master’s degree in counseling, marriage and family therapy, psychology, social work, or related field is required. One year of experience working with school-age students or in an educational setting preferred. 

School counselor certificate or license in a behavioral health profession (i.e., Licensed Social Worker, Licensed Master Social Worker, Licensed Clinical Social Worker, Licensed Marriage and Family Therapist, Licensed Professional Counselor, School Psychologist). All licenses must be issued by the State of Texas and must be active. 

Special Knowledge/Skills:  

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. There may be alternatives to the qualifications below as the Board of Trustees may find appropriate. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Major Responsibilities and Duties: 

Assists in the successful implementation of the school’s At-Risk program and supports the achievement of At-Risk students. 

Collaborates with administration and the school counselor in the coordination and implementation of the campus social and emotional learning program that addresses At-Risk students’ educational and emotional development. 

Incorporates emerging and best practices research on Social Emotional Learning.

Supports the campus by planning, organizing, implementing, and delivering program activities to improve At-Risk students’ Intrapersonal Effectiveness, Interpersonal Effectiveness. 

Assists At-Risk students and their parents or guardians in monitoring their academic, career, personal and social emotional development as they progress in school. 

Acts as an At-Risk student advocate, leader, collaborator, and systems change agent. Serves as the primary Campus Contact for students experiencing homelessness, and/or in foster care. Conducts an annual needs assessment of the campus At-Risk program. 

Provides parent and staff training and consultation to foster At-Risk student educational education, career, personal and social development. 

Demonstrates professional and responsible work habits. 

Uses professional written and oral communication and interpersonal skills. 

Performs other supplemental duties related to At-Risk students as assigned. 

Ensure SEL discussions are included in meetings regarding at-risk students. 

Collects and analyzes data for Pre/Post referrals with our community partnership with Memorandums of Understanding. 

Identifies Student (caseload) at risk of being placed at DAEP. 

Provides weekly interventions to address the behaviors displayed. 

Provides on-site interventions through bi-weekly check-ins to students assigned to DAEP. Leads transition exit conference meetings for students returning to campus from DAEP. 

Facilitates the Individualized Transition Plan and provides interventions during the assigned probationary period. 

Delivers classroom activities using effective instructional skills and intentionally planned, structured group sessions for At-Risk students based on campus needs. 

Implements the individual student planning component by guiding At-Risk individuals and groups of At Risk students, and parents or guardians, through the development of educational plans. 

Participates in staff development and continuing education opportunities to improve job-related skills and research to identify best practices in implementing an At-Risk program. 

Collaborates with the educational team, parents, and community agencies to facilitate the At-Risk students’ academic, emotional and social potential. 

Performs supplemental services to help At-Risk students resolve personal, emotional, and social problems that interfere with adjustments to school.

Articulates and communicates the social, emotional, and academic competencies to administration, faculty, parents, and the community. 

Performs other duties as may be assigned. 

Supervisory Responsibilities: No supervisory responsibilities. 

Mental Demands/Physical Demands/Environmental Factors: 

Tools/Equipment Used: Standard office equipment including personal computer and peripherals. Phone systems, and peripherals. 

Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping, pushing/pulling, twisting. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel, and to stand and walk. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.  

Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking, grasping/squeezing, wrist flexion/extension, reaching. 

Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45 pounds and over). 

Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. District-wide travel to multiple campuses, as assigned. Possible travel outside of the district. The noise level in the work environment is usually moderate. Occasional work during the weekends and evenings for special school functions. May work outside with extreme temperatures (hot and cold) and humidity extremes; regular exposure to noise and computer monitors. 

Mental Demands: Work with frequent interruptions; emotional control under stress. 

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.