1308# RESTORATIVE CARE OFFICER- YISHUN
JOB TITLE: RESTORATIVE CARE OFFICER (PRIMARY SCHOOL – PART-TIME)
Location: Primary School, Yishun
Contract Period: 14 September 2026 to 31 December 2027
Option to Extend: Up to one additional year
Working Arrangement: Three school days per week during MOE school terms only
WORKING HOURS
One day per week: 8.00 a.m. to 5.00 p.m., inclusive of a one-hour meal break
Two days per week: 8.00 a.m. to 12.30 p.m., inclusive of a 30-minute break
The school will provide the work schedule before the start of each school term.
Reasonable schedule adjustments may be required based on operational or student-support needs.
Services are not required during MOE school holidays unless otherwise advised.
JOB OVERVIEW
The Restorative Care Officer will work closely with the school’s Student Development Team to support primary school students in student engagement, social-emotional development, restorative practices, behavioural intervention and parent engagement.
The successful candidate will provide targeted support to identified students, facilitate restorative conversations and activities, strengthen home-school partnerships and help develop the school’s restorative culture.
KEY RESPONSIBILITIES
Student Intervention and Regulation Support
Provide targeted intervention, mentoring and regular support to identified students.
Monitor students’ progress in collaboration with teachers, the Student Development Team and relevant stakeholders.
Build positive and trusting relationships with students to support their emotional well-being, resilience and character development.
Develop students’ social-emotional competencies, including self-awareness, emotional regulation, empathy and responsible decision-making.
Equip students with practical strategies for self-regulation, communication, conflict resolution, positive peer interaction and responsible behaviour.
Restorative Practices and Community Building
Plan, facilitate and support restorative practices that strengthen relationships, encourage student participation and repair harm where appropriate.
Conduct community-building circles, family circles, listening circles, storytelling circles, restorative conversations and peacemaking circles.
Facilitate experiential and collaborative learning activities.
Support restorative and mediation sessions for students experiencing interpersonal conflicts or relationship difficulties.
Promote a positive sense of belonging, student voice and responsibility within the school community.
Parent Engagement and Home-School Partnership
Build positive relationships between students, parents and the school.
Facilitate restorative conversations and family circles where appropriate.
Support families in achieving positive developmental and behavioural outcomes for students.
Strengthen collaboration among students, parents, teachers and the Student Development Team.
Staff Training and Capacity Building
Provide training, coaching, consultancy and professional learning support to school staff on restorative practices.
Work with the Student Development Team to strengthen the school’s restorative culture and preventive student-support systems.
Share suitable restorative approaches and strategies with relevant school personnel.
Observation, Documentation and Reporting
Observe and identify students’ behavioural, social-emotional, peer relationship, engagement and learning-related needs.
Provide weekly updates and feedback to the Student Development Team.
Maintain accurate and confidential records of student engagement, intervention, follow-up actions and progress.
Report relevant cases, concerns and observations to the Student Development Team and School Leaders.
Recommend appropriate follow-up actions and additional support where necessary.
Programme Review and Improvement
Support preventive and developmental programmes relating to student behaviour, peer relationships, social-emotional learning and positive conduct.
Review student engagement and intervention programmes at the end of each school term.
Recommend improvements for future programme implementation.
Monitor and evaluate the effectiveness of restorative practices and interventions using school data, feedback, belonging indicators and appropriate assessment tools.
Perform other student management duties or programmes assigned by the school during the stipulated working hours.
REQUIREMENTS
Qualifications in Social Work, Psychology, Counselling, Child Development, Youth Work or a related discipline.
Preferably a Certified Practitioner in Restorative Practice or Building Relational Capacity accredited under the Singapore Workforce Skills Qualifications framework.
At least one year of relevant experience in the education sector, social service sector or a social service agency.
Experience working with primary school-aged children is preferred.
Experience in student mentoring, behavioural intervention, counselling, family engagement or restorative practices will be advantageous.
Able to facilitate restorative circles, mediation sessions and student-development activities.
Strong interpersonal, communication, observation and documentation skills.
Able to work effectively with students, parents, teachers, school leaders and external stakeholders.
Patient, empathetic, responsible and able to maintain strict confidentiality.
Applicants must be able to commit to the full contract period and the required three-day weekly schedule.
Please submit your updated résumé stating your relevant qualifications, restorative-practice certification, experience working with children, availability and expected salary.