Equitas Academy prepares students for college, careers, and life pursuits, and inspires them to be champions of equity. We currently serve over 2,000 students and four elementary schools, two middle schools, and one high school in the Pico-Union neighborhood of Los Angeles.
The Director of Student Well-Being & Advocacy provides strategic leadership to design, implement, and continuously improve a coherent, equitable system of tiered behavioral and social-emotional supports grounded in Social Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS) and restorative practices. This role ensures that Tier 1 Universal Supports, Tier 2 targeted interventions, and Tier 3 intensive supports work together to promote positive school climate, student well-being, and inclusive learning environments.The Director partners closely with school leaders, student support teams, and the network department to align behavior systems with equity goals, strengthen relationships, and reduce exclusionary discipline practices.
The Director of Student Well-Being & Advocacy reports to the Managing Director of Student and Family Services.
This is a grant-funded position with an anticipated end date of June 2028.
Tiered Student Well-Being & Behavior Systems
Lead the development and implementation of a network wide, SEL, PBIS-aligned tiered framework for student well-being and behavior.
Tier 1: Strengthen Tier 1 PBIS implementation by supporting clarity and resources for consistent schoolwide expectations.
Tier 1: Advance restorative practices at the classroom and schoolwide level, including relationship-building circles, community-building routines, and restorative responses to harm.
Tier 1: Support schools in integrating SEL instruction to promote belonging, emotional regulation, and positive relationships.
Tier 1: Lead the selection, customization, and support for Advisory/Social-Emotional Learning (SEL) curriculum; develop scope and sequence, create implementation guides, facilitate staff training, monitor fidelity of implementation and analyze student data to assess impact.
Tier 2/3: Guide schools in identifying students in need of Tier 2 and Tier 3 behavioral supports using PBIS-aligned data sources (e.g., behavior referrals, attendance patterns, screening tools).
Tier 2/3: Support the selection, implementation, and monitoring of evidence-based interventions such as: check-in/check-out, social skills and SEL small groups, restorative conferencing and re-entry supports.
Tier 2/3: Ensure coordination among administrators, counselors, psychologists, and community partners for students requiring intensive support.
Tier 2/3: Promote restorative approaches within Tier 2 and Tier 3 interventions
Establish clear tier definitions, referral pathways, entry/exit criteria, progress-monitoring expectations, and fidelity indicators across all tiers.
Ensure behavioral supports are proactive, culturally responsive, trauma-informed, and restorative rather than punitive.
Professional Learning, Capacity Building & Collaboration
Provide direct supervision and oversight of the Board Certified Behavior Analyst (BCBA), including goal-setting, providing performance feedback and ensuring alignment of behavior supports with schoolwide MTSS priorities
Provide leadership support to Lead Counselor and Counseling team to implement tiered Well-being and advocacy supports
Co-facilitate Counselor team meetings in collaboration with the Lead Counselor and MD of Student and Family services
Provide training and support to principals, specialists (assistant principals) and school site staff
Support the design and facilitation of MTSS meetings
Design and facilitate professional learning on SEL, PBIS, tiered interventions, restorative practices and culturally responsive, trauma-informed practices.
Partner with academic, special education, student services, and school support teams to align PBIS, restorative practices, and tiered supports.
Coordinate with Community Schools Coordinators, Counselors and community-based organizations and external providers to strengthen Tier 2 and Tier 3 supports.
Data, Monitoring & Program Oversight
Establish and oversee PBIS-aligned data cycles to monitor behavior, SEL, and well-being outcomes at the student, school, and system levels.
Analyze trends to identify inequities, systemic barriers, and opportunities to reduce disproportionality in discipline outcomes.
Monitor fidelity of implementation and effectiveness of tiered supports using PBIS and restorative indicators.
Ensure alignment with legal, policy, and compliance requirements related to student discipline and well-being.
Qualifications and Experience
Strong belief that all students can succeed
Demonstrated track record of success leading school or school systems in restorative practices.
Demonstrated success working with students in traditionally underserved communities
At least five years of relevant experience, including leading professional development, project management, design and execution of MTSS.
At least two years experience in school leadership or school or district administration (such as Principal, Assistant Principal, or Specialist)
Current California Counseling, Single Subject, Multiple Subject teaching credential preferred
Minimum of a Bachelor’s degree, Master’s degree preferred
Current CPR and 1st Aid Certificate or within 3 months of employment
Criminal clearance, including fingerprints and TB Test required prior to employment
Commitment to Diversity
Equitas Academy is actively seeking to build a diverse and experienced team of educators. We do not discriminate on the basis of race, color, gender, gender identity, disability, age, religion, sexual orientation, or national or ethnic origin. We are an equal opportunity employer.
Salary
Competitive salary, commensurate with experience. Salary range starts at $95,000
Position Contingencies
This position is funded through a Community Schools Grant funded through June 2028
Position Schedule
This position is primarily in-person, requiring a minimum of four days per week, with work hours generally aligned to the school day.
