Substitute Coach
$45,760–$45,760 year
On-siteMadison, Wisconsin, United States
Job Summary
Provide direct coaching and support to residential neurodivergent students as they navigate daily schedules, social situations, and individual goals outlined in their Student MAPs. Help students follow routines for self-care, communication, and community engagement while building professional relationships through encouragement, accountability, and clear boundaries. Address and de-escalate student well-being concerns, facilitate positive interactions in common spaces, and coordinate extracurricular activities within the hall and surrounding community. Monitor and document student progress using Microsoft-based systems, manage staff phone communications, and collaborate with Directors during on-call situations throughout evenings and weekends. Contribute observations to the refinement of student plans and maintain organized common spaces.
Required Qualifications
- Bachelor's degree in behavioral sciences, psychology, education, social work, human services, or a related field
- At least one year of direct experience coaching, mentoring, tutoring, or supporting students or young adults with diverse learning and social needs
- Ability to build professional, trusting relationships with students, families, colleagues, campus partners, and community service providers
- Understanding of the academic, social, emotional, and independent living challenges that students may encounter in a post-secondary environment
- Ability to make sound decisions independently while also communicating and collaborating closely with a multidisciplinary team
- Demonstration of self-advocacy, establishment of appropriate boundaries, and maintenance of professional relationships with both students and colleagues
- Ability to monitor and support a dynamic residential environment that may include up to 50 students
- Ability to communicate clearly, respectfully, and professionally, including during emotionally heightened or challenging situations
- Comfort with making sound decisions independently
- Ability to communicate and collaborate closely with a multidisciplinary team
- Ability to demonstrate self-advocacy
- Ability to establish appropriate boundaries
- Ability to maintain professional relationships with both students and colleagues
- Ability to monitor and support a dynamic residential environment
- Ability to communicate clearly, respectfully, and professionally
- Comfort with addressing emotionally heightened or challenging situations
- Comfort with working evenings or weekends
- Ability to lift materials or supplies weighing up to 30 pounds
Desired Qualifications
- Belief that students are capable
- Enjoyment of coaching in real time
- Comfort helping students work through challenges as they occur, whether related to communication, scheduling, conflict, self-care, or community participation
- Ability to remain calm under pressure
- Ability to respond thoughtfully to emotional situations, social misunderstandings, or unexpected concerns without escalating the situation
- Ability to balance empathy with accountability
- Ability to validate a student's perspective while still reinforcing expectations, boundaries, and follow-through
- Social observance
- Ability to notice when a student may be struggling, withdrawing, misunderstanding a situation, or needing additional support
- Comfort facilitating connection
- Enjoyment of helping students participate in activities, engage with peers, and become active members of their community
- Flexibility
- Ability to adapt to changing student needs, shifting priorities, interruptions, and the natural unpredictability of a residential environment
- Valuing collaboration
- Ability to communicate important information to colleagues
- Understanding that strong student support requires coordination across academic, social, and independent living areas
- Seriousness about documentation
- Understanding that timely, accurate records help the broader team recognize patterns, track progress, and provide consistent support
- Enjoyment of working with young adults
- Being energized by helping students develop confidence, life skills, healthy relationships, and greater independence
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