Inclusive Education Consultant (Full-Time)

Description

The Inclusive Education Consultant is a school-based coach (K-12) who supports school staff in implementing inclusive, healing-centered practices that support students with emotional disabilities. This role is grounded in the belief that co-regulation and strong collaborative teams are essential to student success. 

Reporting to the Director of the Path Program within the Trauma-Informed Schools Institute at New York University, the consultant works across varied school settings to strengthen school staff's practice through modeling of strategies, consultation, professional learning, and collaborative problem-solving. 

The Trauma-Informed Schools Institute is a research- and practice-based organization committed to helping schools create safe, supportive, and responsive environments that promote student well-being, emotional regulation, and equitable learning outcomes. The Path Program is one of the key programs within the Trauma-Informed Schools Institute (TISI), designed to advance the inclusion of students with emotional disabilities in community schools. 

This position is part of a small, highly collaborative NYU-based team and requires flexibility, initiative, and a strong capacity to navigate complex school environments with a grounded, regulated presence and reflective practice. 

Key Responsibilities

1. Direct consultation and coaching in Path and TISI Schools: 
   • Provide modeling of emotional and behavioral regulation techniques in order to support inclusive, trauma-informed practices in schools
   • Deliver actionable feedback to staff as it related to programmatic fidelity tools
   • Model trauma informed strategies including co-regulation, de-escalation, and proactive classroom supports
   • Direct coaching of Therapeutic Crisis Intervention for Schools techniques
   • Facilitate the development and implementation of positive behavior supports
   • Support co-teaching practices and specifically designed instruction
   • Facilitate collaborative team meetings (teachers, social workers, related service providers) to strengthen shared problem-solving
   • Maintain a calm, grounded presence while supporting staff in high-stress or crisis situations
2. Training & Professional Learning in Path and TISI schools:
   • Design and lead professional development aligned with Path and Trauma-Informed Schools Institute frameworks
   • Coordinate logistics re: CTLE, space set up
   • Build educator capacity in emotional regulation, trauma-informed pedagogy, UDL, and inclusive instructional practices
   • Promote anti-racist, anti-ableist, and healing-centered approaches across all learning spaces
   • Support schools in developing sustainable, team-based systems that benefit students with emotional disabilities
3. Collaboration & Program Engagement
   • Partner with school leaders, NYCDOE stakeholders, and NYU teams to support program implementation
   • Collaborate with researchers and program staff on implementation, evaluation, and continuous improvement
   • Engage student, family, and community perspectives to inform program design
   • Contribute to ongoing development of the Path model
   • Share responsibility for team priorities in a highly collaborative work environment
   • Complete timely grant-related documentation, including deliverables, consultation notes and fidelity tools

In compliance with NYC's Pay Transparency Act, the annual base salary range for this position is $90,000-$100,000. New York University considers factors such as (but not limited to) the specific grant funding and the terms of the research grant when extending an offer. 

Per NYU's remote-work policy, this position is expected to be fully in-person. 

This position does not have any supervisory responsibilities. 

Qualifications

Core Competencies

• Strong collaboration skills, including the ability to build trust, navigate team dynamics, and facilitate shared decision-making on the internal NYU practice and research teams as well as with school staff
• Deep commitment to inclusive education, equity, and anti-racist/anti-ableist practice
• Demonstrated ability to self-regulate and use sound judgment in high-pressure or rapidly changing situations
• Skill in co-regulating with adults and supporting educators experiencing stress or burnout
• Experience coaching or supporting educators across grade levels
• Ability to lead adult learning and support systems-level change
• Flexibility and initiative in con