Manager Of Behavioral Health Interventions & Supports, Osel

Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 330,000 students in 600+ schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.
As a unit within the Office of College and Career Success, the mission of the Office of Social & Emotional Learning (OSEL) is to partner with schools and networks to establish and sustain supportive-learning communities founded on caring relationships and multi-tiered system of supports (MTSS) for students' social, emotional, and behavioral needs. OSEL supports training, coaching, and implementation of research-based strategies to foster positive school and classroom climate development, trauma-informed practices, restorative approaches to discipline, social and emotional skills instruction, and targeted social, emotional, and behavioral interventions. Note: The Manager of Behavioral Health Interventions& Supports role is a grant-funded position from December 31, 2022 to December 30, 2026.
Job Summary:
The Manager of Behavioral Health Interventions& Supports (reports to the Director of Healing-Centered Supports) will be charged with managing the human and financial resources necessary to effectively implement highly structured student SEL supports included in the district's Multi-Tiered Support System. This role includes leveraging data and professional development tools to customize and execute strategic plans with the Department and Network teams and individual school Leadership Teams facilitating the high-fidelity implementation of research and evidence-based Behavioral Health Interventions and measuring the impact of those practices on desired student and school outcomes. The Manager of Behavioral Health Interventions& Supports will work closely with OSEL managers and specialists, other district offices, and community organizations to help schools develop Multi-Tiered Systems of Support for SEL centered around expanding the menu of and access to Behavioral Health Interventions and supports for students at all district managed schools.
The Manager of Behavioral Health Interventions& Supports will be held accountable for the following responsibilities:

• Collaborate with the Office of Student Health and Wellness to implement requirements of the Trauma-Informed Services in Schools SAMHSA Grant including the expansion and supportive implementation of Behavioral Health Interventions.
• Lead a team of staff providing Behavioral Health intervention supports to provide schools with increased access, implementation, and progress monitoring support to district-managed schools.
• Manage the development and execution of a district-wide plan to ensure the implementation of research and evidence-based Tier II/III interventions in schools that will be provided by school-based interventionists (i.e. school counselors, social workers, psychologists, nurses), interns, and partner organization staff and volunteers during the school day.
• In partnership with the Office of Teaching and Learning, ensure Behavioral Health teams are assigning and progress monitoring Behavioral Health intervention in the district's MTSS platform and provide ongoing consultation and collaboration for system-wide improvements to the platform.
• In partnership with the Office of Diverse Learner Supports and Services and the Office of School Counseling and Postsecondary Advising, oversee the development of a system of ongoing training, implementation guidance, technical assistance, and professional learning processes to support the implementation of Tier II/III interventions. Develop and manage systems that provide ongoing feedback of training and implementation, support to drive continuous improvement.
• In partnership with the Manager of Behavioral Health and Mentoring Partnerships, develop the capacity of schools and/or community partners to ensure high-fidelity delivery of evidence-based Behavioral Health Interventions, for addressing the needs of students with significant social, emotional or behavioral challenges by community partners. This will include training, documentation, technical assistance processes, outcome evaluation and continuous improvement planning. Coordinate and collaborate cross-departmentally, as appropriate, to ensure consistent use of effective strategies with students and schools.
• In collaboration with the Director of Healing-Centered Supports, partner with the Director of Restorative Practices and Student Discipline to help schools provide continuity of care supports for students who have been identified as high risk through behavioral incidents, identifying and collating highly effective strategies for school implementation by school-based staff, developing models for effective behavioral interventions, and improving alternative to school exclusion interventions centered around substance use.
• Work with school and district leadership as directed by the Director of Healing-Centered Supports to facilitate strategy implementation and ensure the appropriate use of federal, state or other grant funds.
• Coordinate and collaborate cross-departmentally to drive effective implementation, and identify and leverage the knowledge base within CPS, other school systems and other settings where strategies are used and/or researched; collate and apply that knowledge base to improve the effectiveness of implementation. This includes assessing current models and building/expanding upon models to serve students who are missing instruction due to suspension or related barriers to learning in the school community.
• Manage and enhance the coordination of the district's Behavioral Health intervention referral structure including cross-department collaboration to provide continuity of care for individual students.
• In partnership with the Director of Healing-Centered Supports, coordinate with key partners (e.g. Center for Childhood Resilience at Lurie Children's Hospital) and other vendors to expand Behavioral Health training and support for school-level interventions and community partner staff.
• Develop systems and staff to ensure appropriate data collection, analysis and interpretation for process and outcome metrics to facilitate continuous quality improvement.
• Manage and develop grants related to Behavioral Health Interventions.
• Performs other duties as assigned

In order to be successful and achieve the above responsibilities, the Manager of Behavioral Health Interventions& Supports must possess the following qualifications:
Education Required:

• Bachelor's degree from an accredited college or university required
• Master's degree in Social Work, Psychology, Counseling or a related field from an accredited college or university or certification as a Board Certified Behavior Analyst required
• Certification as a Board Certified Behavior Analyst is strongly preferred

Experience Required:

• Minimum of 5 years of experience in leading Behavioral Health teams, social work services or supporting MTSS, behavioral interventions
• Minimum of 5 years of experience in school counseling or clinical experience working with adolescents and youth in an urban setting with a focus on social & emotional learning

Knowledge, Skills, and Abilities:

• Knowledge of and experience with social and emotional Behavioral Health strategies used within CPS and nationally
• Extensive experience managing multiple projects at the district- or Network-level, while meeting regular deliverables and engaging in continuous improvement
• Research experience serving urban settings and education systems strongly preferred
• Expertise in guiding the analysis of data and data-based inquiry to ensure improvement in professional practice
• Experience using data to drive critical conversations and continuous improvement among peer and non-peer colleague groups
• Experience providing consultation and technical assistance to peer and non-peer audiences
• Experience implementing and analyzing highly structured supports
• Ability to coordinate and collaborate with diverse groups of professionals across multiple departments and organizations to achieve unified, consistent practices
• Experience coordinating and delivering professional development for a variety of internal and external stakeholders
• Knowledge of and extensive experience with ISBE SEL Standards and SEL strategies used within CPS and nationally
• Ability to collect, analyze and present data to drive innovation and improvement required
• Demonstrated ability to innovate within and across organizations to achieve a desired outcome
• Ability to develop supportive consultative relationships with district leaders, school leaders, school interventionists, and other stakeholders
• Knowledge of best practices in Multi-Tiered Systems of Support to meet students' social and emotional needs
• Cultural competency and ability to navigate and promote sensitivity with issues of race and equity
• Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
• Strong analytical, time management, organizational, and interpersonal skills
• Passion and urgency for the critical need to address SEL and Behavioral Health to improve the lives of students and families in Chicago
• Proficiency in MS Office Suite (e.g., Outlook, Word, Excel, and Powerpoint) and Google Drive
• Ability to articulate a vision, set high standards, and effectively guide schools and principals in the realization of expectations set
• Expertise in leadership development and instructional leadership. Ability to coach staff toward excellence, build capacity of content area teams and develop meaningful and high-impact professional communities for teachers and school leaders
• Strong communication skills (speaking - including presentations - listening, and writing)
• Demonstrate high levels of instructional expertise, integrity, honesty, credibility, and the courage to make difficult yet necessary decisions
• Effective strategic planning capabilities, including the ability to establish long-term vision and goals, and align/manage activities toward goal fulfillment
• Strong leadership and team building skills, e.g. ability to develop high performing teams united around a clear vision for serving schools and achieving student success
• Knowledge of operations, budget/finance, management and organizational development
• Ability to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support schools and principals
• Ability to define problems, analyze data, and outline valid conclusions and action steps

Conditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:

• Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.
• Be Fully Vaccinated Against COVID-19 - Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters.