This posting is for candidates who would like to be considered for any and all Restorative Justice Facilitator openings at OUSD. This is not an advertisement of a current vacancy at OUSD but rather an opportunity to submit applications to be screened for anticipated vacancies. Please also apply to any site specific positions you may be interested in.

BASIC FUNCTION: Promote and support the OUSD Strategic Plan to create equitable opportunities for learning and success that ensure all students are college and career ready. Play an integral role in achieving the mission and goals of a Full Service Community District by providing support to schools and families. Support District-wide Restorative Justice Initiative by coordinating, implementing and facilitating school-based and community restorative practices to reduce racially disproportionate discipline, and foster safe and supportive school environments.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)

ESSENTIAL FUNCTIONS:

• Serve as a spokesperson for restorative justice practices; clearly articulate and explain the benefits of restorative processes to school-site staff, parents, students and the community.  
• Organize, implement and facilitate OUSD peer restorative justice program at identified school sites; train and provide technical assistance in restorative practices to schools implementing restorative practices.
• Provide ongoing professional development, site-based coaching, and support to site administrators and leaders, teachers, support staff, and community partners in restorative justice practices.  
• Assist in the identification, development, implementation, and evaluation of curricula for site-based restorative justice training.  
• Facilitate restorative practices with students, parents, teachers, school staff, and community members as an alternative to out of school suspension.
• Coordinate the re-entry of students returning from discipline and incarceration through restorative practices to increase access to wraparound supports and connection to school site staff and resources.
• Facilitate site-based restorative practices professional learning community.
• Provide leadership to the school culture and climate team on the integration and implementation of restorative practices to improve conditions for learning, reduce suspensions, and increase academic engagement.
• Use Model – Mentor- Transfer process with teachers in the classroom to promote restorative community building practices, social-emotional learning, positive and inclusive classroom environment, and effective instruction.
• Represent the District at City, County, State, and National meetings and conferences to promote and to disseminate restorative practices to eliminate inequity.
• Serve as District liaison to Community Based Organizations to increase community support for and implementation of restorative justice practices within OUSD schools.  
• Collaborate with other District departments to infuse restorative justice practices with existing violence prevention, truancy reduction, crisis intervention, academic and alternative educational, enrichment, health and mental health services and supports.
• Assist with data collection, progress monitoring, and program evaluation to determine the efficacy of restorative justice practices to increase safety and reduce racially disproportionate discipline, referral, and incarceration and recidivism.  
• Collaborate with Positive Behavior Intervention Supports, African American Male Achievement, and Social Emotional Learning Initiatives to ensure alignment of restorative practices with other existing and emerging best practices identified in the Voluntary Resolution Plan.
• Collaborate with Teaching and Learning to align restorative practices with Common Core and other academic instructional approaches designed to achieve equity for all students.
• Collaborate with community-based programs and other initiatives at the site to align restorative justice practices with existing violence prevention, truancy reduction, crisis intervention, academic and alternative educational, enrichment, health and mental health services/providers and supports
• Utilize trauma informed restorative practices with students, parents, staff and community members to facilitate trauma healing within school setting.
• Assist in identifying funding opportunities and developing grant proposals to expand site-based restorative justice practices and personnel.   
• Attend trainings and collaborative sessions to acquire knowledge and disseminate best practices in restorative justice.
• Perform related duties as assigned.

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities.  Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

KNOWLEDGE OF:

Utilization of various forms of assessment to guide and design program

Applicable federal, state, and District codes, regulations, policies and procedures governing workscope

Planning, organization and coordination needed for assigned program

Principles and practices of effective leadership

Funding opportunities for assigned program

Community contacts for assigned program

Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students; the District’s diverse community, partners, and agencies

Correct English usage, grammar, spelling, vocabulary and punctuation

The District’s Strategic Plan

Facilitation techniques

Data analysis and decision making

The Community School philosophy of aligning resources in service of students

Effective strategies, theories, techniques, and methods of professional and organizational development

Interpersonal skills using tact, patience and courtesy

Telephone techniques, systems and etiquette

Computer software, hardware, and related technology

ABILITIES TO:

Interpret, implement, and maintain current knowledge of applicable laws, codes, policies, procedures, and District regulations governing work scope

Maintain current knowledge of new developments related to work scope

Analyze situations accurately and adopt effective courses of action

Manage competing priorities and time.

Demonstrate cultural competence with diverse groups across race, ethnicity, religion, gender, class, and sexuality

Establish and maintain effective working relationships among diverse groups of students, parents, District staff, and the community across race, ethnicity, religion, gender, class, and sexuality

Establish and maintain effective leadership and working relationships with multi-faceted public and private agencies and District departments

Successfully interact with principals, teachers, staff, parents, students, partner agencies and other community members

Develop and facilitate community partnerships

Communicate effectively using tact, patience and courtesy

Meet District standards of professional conduct as outlined in Board Policy

Facilitate; communicate orally and in writing; and listen

Build partnerships and collaboration with departments, agencies, and institutions

Build capacity of adults to function in new systems

Facilitate and foster new behaviors and practices in challenging contexts

Build authentic and trusting relationships

Operate personal computer, related software, and other office equipment

PREREQUISITES

• Bachelor Degree or its equivalency required (2 years of similar and relevant work level experience = 1 year of college).  A combination of experience and education may be used to meet the Bachelor Degree requirement; however, the work experience years used to qualify for the Bachelor Degree requirement cannot be used to meet the work requirement.  
• 1 year of direct experience implementing conflict mediation and positive youth development in a school or community setting                            
• Experience working in an urban school district environment preferred
• Experience providing training and coaching to educators preferred
• Proven commitment to school success, student achievement, and positive child, youth, and family development
• Available for some evening and weekends  
• Bilingual Spanish useful, but not required
• Valid California Driver’s License, if applicable

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

WORKING CONDITIONS

ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; exposure to a variety of childhood and adult diseases and illnesses

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.