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.
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.
Advance restorative practices at the classroom and schoolwide level, including relationship-building circles, community-building routines, and restorative responses to harm.
Support schools in integrating SEL instruction to promote belonging, emotional regulation, and positive relationships.
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).
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.
Ensure coordination among administrators, counselors, psychologists, and community partners for students requiring intensive support.
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.
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.
Gather, curate and share resources for teachers to use to facilitate thoughtful, inclusive classroom discussions around current and community events, equipping them to navigate complex or sensitive topics with students.
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.
Lead the student leadership and engagement planning process and set-up school sites to execute student Councils at all sites.
Differentiate student council experience for Elementary (4th graders) vs Middle School vs High School.
Develop and progress monitor implementation of Scope of SLC work and differentiate support for teacher facilitators based on need.
Build and oversee a student mentoring program in collaboration with the Manager Director of Learning Innovation.
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 leadership or school or district administration (such as Principal, Assistant Principal, or District/Network Level Coordinator or Specialist)
Current California Counseling, Single Subject, Multiple Subject teaching credential preferred
Los AngelesFull-timeexecutive
