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Job Description
JobID:
3994
Position Type:
District and School Support Positions -
Non-Cert Date Posted:
5/29/2026
Location:
East St.
Louis Senior High School Date Available:
07/01/2026
TITLE:
Restorative Justice Monitor
CLASSIFICATION
Non-Certified FLSA:
Exempt
DEPARTMENT
Curriculum/Instruction SALARY:
Local 1220 Contract Agreement
WORK YEAR
180
REPORTS TO:
Principal or Designee
JOB DESCRIPTION
Job Summary:
The Restorative Justice Monitor will work to assist the process by which the support staff develop skills to repair harm in relationships and build a stronger sense of community within the school. The Restorative Justice Monitor will work in an environment to build and deepen a positive school climate and culture by assisting support staff on various frameworks, including but not limited to restorative justice practices, Social Emotional Learning (SEL) competencies, and Positive Behavior Interventions and Supports (PBIS) as part of the Multi-Tier System of Supports (MTSS) Tier I process for behavioral interventions. Additionally, the Restorative Justice Monitor will assist support staff in assisting students in behavioral MTSS Tier II and Tier III. The Restorative Justice Monitor will be responsible for supporting school staff and students on restorative justice and improving behavior management practices.
EDUCATION REQUIRED QUALIFICATIONS
Paraprofessional Educator Licensure Experience with Restorative Practice and Positive Behavior Facilitation (PBF) Computer skills necessary to generate data graphs and reports Experience working with at-risk students
DUTIES AND RESPONSIBILITIES
(Essential Job Functions) Assist and support the behavior management team with data-informed strategic plans to increase the effective use of proactive and responsive restorative justice practices school-wide, including, but not limited to, restorative language, restorative conversations, talking circles, peace circles, peer conferencing, restorative reentry circles, and restorative conferences such as student conferencing. Aid with support for restorative justice practices with Social Emotional Learning SEL Standards and MTSS frameworks. Inform Behavior and SEL staff concerning students' behavioral needs. Attend restorative practices, professional development, and workshops Assist the behavior management team with restorative justice practices to create and carry out school plans with SEL staff. Oversee and develop grants related to restorative practices interventions and school support. Participate in the Chicago and CPS restorative justice community to further the growth of restorative justice. Meet regularly with the programming for CPS Restorative Justice Coordinators, including training and coaching. Attend regular professional development training and coaching in restorative justice, cultural competency, anti-racism, trauma responsiveness, circle practice, and related topics. Seek continuous improvement of your professional knowledge and practice. Engage daily in self-reflective practices and seek continuous feedback from peers, colleagues, and supervisor(s) to identify and execute opportunities to improve your accountabilities. Performs other duties as assigned.
KNOWLEDGE, SKILLS, AND EXPERIENCE
Experience using practices that champion the individual cultures, talents, abilities, languages, and interests of every student with a priority on racial and educational equity Knowledge of SEL Standards and SEL strategies Cultural competency and ability to navigate and promote sensitivity to issues of racial justice and equity Knowledge of best practices in Multi-Tiered Systems of Support to meet students' social and emotional needs Skilled multi-tasker and excellent time manager; ability to effectively support multiple goals 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 Proficiency in MS Office Suite (e.g., Outlook, Word, Excel, and PowerPoint) and Google Drive
WORKING CONDITIONS
School environment: walking, standing, squatting, listening, and speaking to exchange information and make presentations; seeing to monitor various activities; reading documents, viewing computer monitor; kneeling, bending at the waist, sitting for extended periods of time; reaching overhead, above shoulders, and horizontally, or bending at the waist to retrieve and store files; lifting semi-heavy objects; driving a vehicle to conduct work, moderate travel.
