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JOB SUMMARY: At UMS, the RPF positions are differentiated between a Tier 1/2 focus and Tier 2/3 focus. 


ESSENTIAL FUNCTIONS: To perform this job successfully, an individual must be able to perform each essential function satisfactorily.


The RPF(s) for Tier 1/2 will have the following essential functions related to Restorative Practices & Student Attendance:


  • Work collaboratively with all stakeholders to strengthen all aspects of the school while enthusiastically supporting all building and district goals, programs, and initiatives. 
  • Advocate for equity for all students; assist administrators, building staff, and parents with providing an equity-oriented school community.
  • Coordinate with the UMS administrative team, the Restorative Practice Facilitators (RPFs), and the grade level Support Services Teams (SSTs) to effectively implement the Multi-Tiered System of Supports (MTSS) from an equity lens for staff, students, and families, with a particular focus on strengthening restorative discipline practices and student attendance across the school at Tier 1 & 2. 
  • Provide large group, small group, and individual direct instruction, mentoring, and coaching support to enable all stakeholders to successfully participate in restorative practices with peers and school staff.
  • Provide leadership and direction in matters associated with school attendance policies at UMS, including supporting the SEA attendance caseloads, interventions, and record keeping (e.g., check-in check-out, tier 2 groups for attendance, home visits), the schoolwide tardy policy, and related progressive consequences.
  • Take a lead role on the School Improvement Team, with a focus on the SEL and attendance goals, including an active role in the Attendance Team, collaborating with the administrator overseeing the Attendance Team and the Attendance Secretary.
  • Oversee the student records and data associated with student attendance, excused and unexcused absences, tardiness, and contacts made with parents/guardians regarding attendance issues. 
  • Lead the designated grade level SST and teachers in the oversight and implementation of the behavior management system and restorative practices, including behavior events, requests for support, office discipline referrals, and the appropriate responses/consequences/supports/interventions.
  • In collaboration with the UMS administrative team, take a lead in the decision making around exclusionary practices, only when all restorative interventions have been exhausted first.  
  • Attend and lead meetings as necessary addressing student learning, behavior, and attendance, including those associated academic teams, grade level, and department-wide Support Services Teams (SST).
  • Prepare weekly data reports, and as needed, regarding attendance, behavior, interventions, and suspensions. 
  • Collaborate with the UMS administrative team and the grade level SST on student/parent/guardian staff disciplinary conferences as necessary, including conferences associated with restorative re-entry meetings of a student into the school. 
  • Communicate with parents/guardians, staff, and students related to student attendance and behavior and address concerns as they arise. 
  • Maintain a professional awareness of laws, regulations, and policies associated with student discipline, attendance, and residency by having a working knowledge of state and federal law, District policies, and state and federal administrative rules and regulations. 
  • Work cooperatively with the UMS administrative team to address issues associated with student residency issues, including those that arise at the time of enrollment and/or after enrollment. 
  • Perform any additional duties as assigned by the UMS Principal or designee.

The RPF(s) at Tier 2/3 will have the following essential functions related to Restorative Practices:


  • Work collaboratively all stakeholders to strengthen all aspects of the school while enthusiastically supporting all building and district goals, programs, and initiatives. 
  • Work collaboratively with other RPFs and the broader Support Services Team to strengthen the tiered systems of support from restorative practices and equity lens for staff, students, and families by strengthening restorative practices across the school.
  • Provide large group, small group, and individual direct instruction, mentoring, and counseling support to enable all stakeholders to successfully participate in restorative practices with peers and school staff
  • Lead the secondary and tertiary systems of support for all students across 6th-8th grade and staff by implementing restorative conflict circles.
  • Work directly with appropriate staff to enable staff members and students to successfully implement restorative practices independently.
  • Assess high-risk peer interactions in lunchrooms, PE, and other loosely structured environments in order to strengthen school-wide practices and tier two/three supports for students and staff.
  • Advocate for prosocial behavior across the school and solution-focused methods of peer interactions
  • Demonstrate a clear understanding of adult learning in order to meet the individual needs of teachers, including their varied learning styles, knowledge, skills, experiences, cultures, and backgrounds.
  • Promote a culture of professional inquiry, critical feedback, and reflection.
  • Set goals with teachers and students related to implementation of restorative practices. 
  • Provide model teaching lessons and side-by-side coaching with teachers and students.
  • Introduce teachers to new research-based methods, materials, and instructional strategies that have proven to improve student behavior and school climate.
  • Collaborate with teachers to review and analyze data in order to identify students’ strengths, needs, and misunderstandings, and determine next steps.
  • Encourage teachers to participate in peer observations that lead to professional conversations about restorative practices and student learning.
  • Provide ongoing staff development on restorative practices and equity.
  • Take a lead role on the School Improvement Team, with a focus on the Restorative Practices and Equity goal(s)
  • Create and submit monthly reports that summarize work with staff, and use reports as a self-reflection tool.
  • Utilize a data collection system to frequently monitor building needs, as well as successes and challenges of restorative practices.
  • Report on the successes and challenges of the UMS RPF to all UMS stakeholders including the School Improvement Team, the Board of Education, district administration, and community members.
  • Maintain the confidence and privacy of individual staff.
  • Additional duties assigned by UMS administration




  • Bachelor Degree Minimally, from an accredited college or university, with certification and endorsements listed below.



  • Professional Educator License, Elementary Education (K-9) endorsement, Secondary Education(6-12) endorsement, or Special Education (K-12) endorsement, Type 73 School Specialist (Counselor or Social Worker) endorsement.


  • Minimum of 2 years of successful teaching experience or equivalent for Type 73 candidates.
  • Experience in professional development, restorative practices, equity, & facilitating with adult learners.
  • Experience and knowledge in the relation to instruction and instructional processes and in facilitating the delivery of effective instruction.
  • Appropriate Illinois Administrative License preferred 
  • Preference for bilingual candidates, although not required
  • Experience and desire to intersect racial equity, trauma-informed practices, and restorative practices



  • Ability to communicate effectively and work cooperatively with a wide variety of individuals, including District staff, parents/guardians, law enforcement, and state and community agencies. 
  • Ability to handle and oversee multiple job duties all at once. 
  • Strong attention to detail and excellent organizational and record-keeping skills. 
  • Ability to effectively communicate with students and assist them with resolving non-academic issues that interfere with them attaining educational and extracurricular opportunities. 
  • Ability to maintain a flexible work schedule. 
  • Strong problem-solving skills and ability to maintain consistency in addressing student issues. 
  • Ability to maintain confidentiality in regard to student records and issues. 


Salary is based on a step placement which is determined by education, experience and the Urbana Education Association and Board of education contract.

Additional Notes

TERMS OF EMPLOYMENT: This is a position within the collective bargaining unit and is not an administrative position.


START DATE:  August 2021


EVALUATION:  Performance of this job will be evaluated by the UMS principal(s), in consultation with the Assistant Superintendent of Student Learning, in accordance with provisions of the negotiated agreement using the district's evaluation instrument.

How to Apply

To apply, please complete an application at https://usd116.tedk12.com/hire/ViewJob.aspx?JobID=1109

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