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Job Title: Coordinator, Equity & School Climate (2025-2026) 6 Positions  and Requisition ID number: 102899

Close Date: 11:59 PM on  

Organizational Unit:  Equity & School Climate (10001100) 

Site:  Davis Center (0001) 

FTE:  92.31 FTE - 36.9 hours/52weeks; this is based on full-time equivalency with 1.0 being full time

Union:  MAAS(43) 

Functional Area:  Administrative 

Salary Range:  $91,937 (GRD 65, Step 1)  - $114,816 (GRD 65, Step 10)  

Benefits:  Dental insurance | Health insurance | Vision insurance | Paid time off | HSA & FSA | Retirement plan

Resume and Cover Letter are mandatory to apply for any position.

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Coordinator, Equity and School Climate

SUMMARY

Under general direction, this position will collaborate with District departments, school-based staff, and leadership to support and help guide the implementation of equity-centered student support practices. The Equity and School Climate Coordinator will contribute to the development of departmental guidelines and initiatives that foster inclusive, welcoming, and safe environments for all students—particularly those from historically marginalized communities. This role focuses on identifying and addressing systemic barriers to student well-being, promoting positive school climate, and ensuring equitable access to resources and support services. Key areas of work include advancing restorative practices, social-emotional learning, culturally responsive engagement, and programs that support student belonging and behavioral health. The coordinator will work to elevate student voice, build capacity among school staff through training and coaching, and use data to inform equity-driven improvements in student experience and outcomes.

ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills.  This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:
 

• Coordinates equity-focused student support programs and equity and school climate initiatives aligned with district goals to promote inclusion, belonging, and access for all students.

• Develops, organizes, and progress monitors programs such as social-emotional learning, restorative practices, behavior intervention, and culturally responsive student supports—ensuring alignment with equity priorities and student needs.

• Collaborates with school and district staff to improve systems that support historically underserved students, promoting equitable access to wellness, behavioral, and social supports.

• Partners with school teams to design and facilitate school climate improvement efforts, including implementation of restorative practices and inclusive engagement strategies.

• Supports educators in embedding equity and culturally responsive practices into student support strategies through coaching, modeling, and small group sessions.

• Coordinates professional learning opportunities focused on school climate, student well-being, and equity-centered practices, in alignment with districtwide frameworks.

• Tracks and monitors student support data related to behavior, school climate, and access to services; uses data to identify disparities and inform ongoing improvement.

• Provides direct support to schools in implementing equitable discipline practices and alternatives to exclusionary discipline, such as restorative circles and mediations.

• Collaborates with families and communities to increase engagement, ensure equitable access to resources, and support culturally affirming school environments.

• Responds to student-related equity concerns, partnering with school teams to address barriers and promote inclusive environments that reflect student voice and lived experience.

• Assists in the development and communication of school climate guidelines and equity resources across school sites and departments.

• Provides support with equity-related program administration, including reporting, resource coordination, and grant documentation.

• Maintains accurate records related to student support programs, equity initiatives, and school climate work, ensuring confidentiality and compliance with district policies.

• Demonstrates respectful, collaborative, and inclusive practices in all interactions with students, staff, and families.

• Actively supports the district’s equity and inclusion goals and ensures alignment with broader school improvement efforts.

• May be required to work outside of normal business hours to meet the needs of the position and ensure that the District’s equity and school climate goals are achieved.

• Performs other related duties as assigned to advance the district’s equity and school climate objectives.

• Demonstrates respectful and cooperative behavior when interacting with students, colleagues, visitors, and MPS staff. Promotes an environment that is inclusive, supportive, and conducive to the professional growth of all individuals.

• Actively promotes and supports the Superintendent’s equity goals, ensuring that all policies, programs, and practices align with the District’s commitment to equity and inclusion for all students.

• Maintains confidentiality of all work-related issues, records, and MPS information, ensuring that sensitive data is protected and handled with respect for privacy.

• Performs additional duties as assigned to further the District’s equity initiatives and contribute to the overall success of the programs aimed at improving educational outcomes for all students.

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MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines 

• Bachelor’s degree in Education, Social Work, or related field AND

• Minimum of five (5) years of classroom experience, including at least one year in a leadership capacity such as instructional leadership, team lead, or similar role; AND

• An equivalent combination of education, training and experience as determined by Human Resources. 
   

Knowledge of:

• Deep understanding of Restorative Justice principles and their coordination across school sites to support equitable discipline, community-building, and conflict resolution practices.

• Expertise in implementing and aligning Social-Emotional Learning (SEL) and Restorative Practices to improve districtwide school climate and student well-being.

• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and other behavioral frameworks to guide and support restorative, student-centered approaches at scale.

• Skill in using School Climate and Culture Assessment Tools to analyze data, identify equity gaps, and develop systemwide improvement plans.

• Proficiency in coordinating restorative-based conflict resolution strategies that support staff and students in fostering mutual respect and understanding.

• Experience leading the integration of Culturally Responsive Restorative Practices that reflect and affirm the identities of diverse student populations.

• Ability to design, deliver, and scale professional development focused on equity, restorative practices, and school climate across multiple schools or departments.

• Skilled in using data to guide departmental decisions, monitor impact, and adjust strategies to improve outcomes related to discipline, engagement, and climate.

• Capacity to lead family and community engagement strategies that elevate stakeholder voice and support restorative approaches within and beyond the school.

• Working knowledge of local, state, and federal policies related to student support services, equity, and education, including Minnesota Department of Education guidelines.

• Familiarity with district improvement planning, including aligning restorative and equity initiatives with school improvement and professional development goals.

• Competency in using data management tools, spreadsheets, and reporting systems to coordinate and track progress of department-wide initiatives.

Skill in:

• Skilled in applying restorative justice principles to discipline and conflict resolution to foster accountability and community.

• Experienced in coordinating and implementing SEL and restorative practices to strengthen school climate and student well-being.

• Proficient in using PBIS frameworks to support restorative approaches and a positive behavioral culture.

• Able to utilize school climate and culture assessment tools to identify disparities and drive equitable improvement plans.

• Adept at facilitating restorative conflict resolution that promotes collaboration and healing among students and staff.

• Strong background in implementing culturally responsive restorative practices to engage and support diverse student populations.

• Skilled in designing and leading professional development focused on equity, restorative practices, and school climate improvement.

• Proficient in using data to assess impact and inform decisions related to equity, behavior, and student support programs.

• Experienced in building and sustaining community and family engagement strategies that support inclusive and restorative environments.

• Effective in managing student support programs aligned with equity goals and school improvement efforts.

• Strong written and verbal communication skills for clear, respectful collaboration with staff, students, and families.

• Demonstrated ability to foster cooperative relationships across departments, school teams, and community partners.

• Organized and proactive, with strong judgment, initiative, and ability to prioritize multiple tasks and responsibilities.

LICENSE AND CERTIFICATION REQUIREMENTS, PREFERRED

• A valid Minnesota State Driver’s License 

• Current Minnesota Teaching License

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a classroom and a general office environment, with moderate physical requirements; requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently.  Jobs in this category may require walking or standing to a significant degree, long periods of working with computers, and working with children. 

ORGANIZATIONAL INFORMATION

• Bargaining Unit: MAAS

• Grade: 65

• FLSA Status: Exempt

• Job Group: Equity and School Climate

• New: April 15, 2025

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Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.  Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | Equity & School Climate (10001100) | Davis Center (0001) | Administrative