About this role
Title of Position: Social Emotional Learning (SEL) Interventionist Location: PAWS Academy Hildreth Building Salary: Placement on the Teacher's Salary Scale according to education and experience. Organizational Relationship or Line of Authority: Directly responsible to the Director of PAWS and Supervisor of Social Emotional Learning. Employment Type: Full-Time PAWS Academy at Hildreth This is an opportunity to be part of a new school The PAWS Program (Perseverance, Achievement, Wellness, and Success) is a public day special education, therapeutic educational school setting serving K–8 students whose behavioral and social-emotional needs significantly impact their learning. PAWS provides a safe, highly structured, and supportive environment where staff implement individualized, evidence-based interventions to build students' self-regulation, social skills, resilience, and academic engagement. Through strong collaboration with families and school teams, PAWS staff support students in developing perseverance, strengthening wellness, and achieving meaningful academic and social success, with the ultimate goal of helping students grow and transition successfully within their school communities. Role Description: The SEL Interventionist will provide instruction, training, and resources to facilitate the use of social-emotional learning across classrooms and the broader school community. This includes, but is not limited to, increasing staff and student knowledge and application of the core competencies of social-emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The SEL Interventionist supports students' social-emotional, relational needs through trauma-informed, restorative, and relationship-centered approaches. This position combines expertise in student-centered intervention with restorative practices to promote a safe, inclusive, and supportive school environment. The specialist will assess student needs, support the implementation of individualized student support plans, facilitate restorative circles and interventions, and provide coaching to staff in proactive, equitable responses to student needs. This role functions as both a student support consultant and a restorative practices leader within a collaborative, multidisciplinary school team. Student Support & Intervention (Tier 2/3)
• Assess student social-emotional and behavioral needs using data (e.g., screeners, referrals, progress monitoring tools)
• Provide short-term, skill-based interventions
• Track student progress and adjust interventions based on data and team input
Tier 1 SEL Systems & Instruction
• Support implementation of Tier 1 SEL curriculum and practices across classrooms
• Model and co-teach SEL lessons aligned with CASEL competencies
• Help build consistent school-wide practices that promote belonging, regulation, and student voice
Restorative Practices Leadership
• Facilitate restorative circles, mediations, and re-entry meetings
• Support staff in using restorative approaches to address conflict and repair harm
• Help build systems that shift from punitive to restorative responses
Other Duties:
• Perform additional responsibilities as directed by building Principal and Supervisor of Social Emotional Learning.
Qualifications:
• DESE teaching license in School Social Worker/School Adjustment Counselor, School Psychology, Special Education or other DESE licensure with significant education and experience in Social Emotional Learning.
• SEI Endorsement required.
• Master's degree in Social Work, Counseling, School Psychology, Applied Behavior Analysis, Education or Special Education or a related field preferred.
• Experience providing behavioral, restorative and therapeutic support in educational or clinical settings required
• Strong knowledge of ABA, trauma-informed care, and mental health counseling practices.
• Excellent interpersonal, documentation, and crisis intervention skills.
• Bilingual (Spanish or Portuguese) preferred.
• Knowledge in Restorative Practices required.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.
An Equal Opportunity Employer It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.