Restorative Practices Facilitator

Position Details

Position Type: Student Support Services
Date Posted: 3/2/2026
Location: Reading School District
Position Title: Restorative Practices Facilitator
Classification: REA
Reports To: Building Principal/ Director of Student Support Services

Position Goals

To develop and implement proactive and responsive restorative practices in order to foster a safe, supportive, and positive school culture.
To develop systems that create strong school culture and train and support staff on utilizing restorative practices to remove barriers and provide the optimal learning experience for all students.

ESSENTIAL FUNCTIONS

• Demonstrates a working knowledge of Restorative Practices best practices and techniques.
• Leads and facilitates the development, implementation, and evaluation of the Restorative Practices Program.
• Completes IIRP Train the Trainer program to train staff in Restorative Practices.
• Demonstrates knowledge and application of developmental, learning, social justice, multi-cultural, equity‑based and trauma‑informed theory and evidence‑based practices as they relate to Restorative Practices.
• Models effective, trauma‑informed interactions and communication appropriate to the ages, cultures, and developmental levels of students to foster a positive school climate.
• Models effective, culturally sensitive, trauma‑informed communication with community stakeholders, parents, guardians, and school staff.
• Consults with teachers, staff, and parents regarding meeting the developmental, social‑emotional, behavioral, and academic needs of individual students or specific groups.
• Utilizes data from SWPBiS, SAP, attendance records, disciplinary referrals, and academic progress to assist building administration to create goals, deliver evidence‑based interventions, and evaluate impact.
• Determines the need for and implementation of individual, group, and school‑wide behavioral expectations and supports students and staff through restorative practices.
• Gathers and shares information about evidence‑based resources, multidisciplinary and community resources.
• Collaborates with building administrators and leadership teams to create effective systems that support school‑wide culture and promote social, emotional, and academic learning for all students.
• Aligns restorative practices and supports with the mission, vision, and core values of the building and District.
• Collects data, provides progress reports, and participates in program evaluations to determine efficacy of school‑wide cultural systems.
• Participates in MTSS/Core Teams, providing strategies to improve school outcomes by addressing barriers related to academics, social‑emotional needs, mental health, and attendance.
• Provides MTSS supports, interventions, and accommodations to individual students according to support plans.
• Collaborates with teachers and staff to create and implement intervention plans as needed.
• Leads school‑wide professional development on positive behavior supports and intervention/restorative practices necessary for optimal learning conditions.
• Supports teachers in implementing the MTSS process, restorative, and intervention practices.
• Develops educational and restorative practice materials and resources aligned to District policies, supporting staff, students, and parents.
• Builds behavior‑centered relationships with students, parents, teachers, and staff to aid students academically, socially, and culturally and build positive relationships within the community.
• Maintains alignment to the vision and mission that promotes a welcoming and supportive learning environment for all stakeholders.
• Provides open communication and decision‑making opportunities with families tied to practices impacting culture.
• Builds relationships with Student Support Services staff to ensure students receive appropriate supports.
• Maintains a collaborative relationship with community partners and agencies to connect and refer students and families to services.
• Participates in and/or provides data and data analysis for the school improvement plan.
• Collaborates with administrators and staff to develop an equitable schedule for implementation of classroom lessons and restorative practice sessions.
• Actively participates in the Student Assistance Program (SAP) as a case‑manager or building coordinator.
• Acts as a member of school Crisis Response and Threat Assessment Teams.
• Follows District protocols, procedures, and policies regarding crisis response and threat assessment.
• Identifies students who may need accommodations or interventions to meet academic, behavioral, and social‑emotional goals.
• Plans, organizes, facilitates, and/or participates in school‑based programs that celebrate student and staff achievements.
• Attends all building‑level events related to orientation, parent conferences, family/parent programs related to the Restorative Practices Program and others as directed by administrators.
• Completes reports, records, and documentation that are accurate and compliant with district policies and procedures.
• Protects the confidentiality and privacy of student information and records.
• Regularly participates in professional development and professional learning communities within the school, department and in compliance with district expectations.
• Assists with role‑specific tasks as assigned by the building level.
• Performs other duties as assigned by the Superintendent or designee.

SUPERVISORY RESPONSIBILITIES

None

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE

• Bachelor’s Degree with at least three years of related experience.
• Master’s Degree in School Counseling or Social Work preferred.

CERTIFICATES, LICENSES, REGISTRATIONS

• Pennsylvania Certificate as a School Counselor or School Social Worker preferred, or Pennsylvania Certificate as a Teacher.
• Certification as an IIRP Trainer preferred.

LANGUAGE SKILLS

• Ability to speak clearly and distinctly.
• Ability to write routine reports and correspondence.
• Ability to speak effectively with other employees, students, and parents.

MATHEMATICAL SKILLS

• Ability to apply basic arithmetic calculations.
• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals.
• Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions for practical situations.
• Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY

• Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Ability to interpret a variety of instructions furnished in written, oral or schedule form.

OTHER SKILLS and ABILITIES

• Ability to coordinate activities with related and specialist staff.
• Ability to develop and maintain required records and reports.
• Ability to establish and maintain effective working relationships with peers, parents, and the community.
• Good knowledge of procedures, practices, materials, and equipment required to provide appropriate learning experiences for students to whom assigned.
• Ability to work as a member of a team.
• Must be courteous and able to deal effectively with people.
• Must be cooperative, congenial, and service‑oriented.
• Ability to maintain personal self‑control in stressful situations.
• Ability to operate a personal computer and software.
• Ability to travel to more than one work location over the day as assigned.

PHYSICAL DEMANDS

Regularly required to walk, talk, or hear. Frequently required to stand and sit. Occasionally to use hands to finger, handle, or feel objects, tools, or controls; and reach with hands and arms. Some driving is necessary; light lifting up to 25 pounds. Specific vision abilities required include close vision, distance vision, and depth perception. Occasionally, the individual must meet deadlines with severe time constraints.

WORK ENVIRONMENT

Noise level is usually quiet but may be moderate to loud at times. Frequently required to interact with parents, public, and staff during and after the normal workday. The position requires meeting multiple demands from several people and exhibiting good human relation skills including courtesy, tact, and patience.

EVALUATION

Employee will be formally supervised and evaluated regarding duties on a regular basis by the Building Principal.

EQUAL OPPORTUNITY STATEMENT

The Reading School District is an equal opportunity employment, educational and service organization.

CONTACT

To inquire further or apply, please contact the Reading School District HR Department. All legal EEO statements applicable to this job are included.

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