School Restorative Care Officer (Contract: 14 Sep 2026 to 31 Dec 2027, Excluding School Holidays)
Contract Duration
· 14 September 2026 to 31 December 2027 (Excluding School Holidays)
Working Location
· Yishun
Working Hours
· 3 days per week duringthe official school terms as per scheduled by the school:
1 day: 8.00am to 5.00pm (inclusive of a 1-hour break);
2 days: 8.00am to 12.30pm (inclusive of a 30-minute break)
The School shall provide the termly work schedule to the Personnel at least one (1) week before the commencement of each school term.
Notwithstanding the above, the School reserves the right to make reasonable adjustments to the Personnel's work schedule to meet operational requirements or support student needs. The School shall provide the Personnel with at least three (3) working days' notice of any such changes.
Offered Salary
- Please indicate your expected salary in your resume (Salary will commensurate with qualifications and experience)
Requirements
● Qualifications in Social Work, Psychology, Counselling, Child Development, Youth Work, or related disciplines.
● Be a Certified Practitioner in Restorative Practice / Building Relational Capacity, accredited under the Singapore Workforce Skills Qualifications framework.
● At least 1 year of experience in education, social service sectors, or social service agencies, with a preference for experience working with primary school-aged students.
● Candidates must be registeredwith the Ministry of Education
Job Description
The appointed Personnel is to support and work well with the school’s Student Development Team in matters relating to student engagement, restorative practices, intervention work and parent engagement for primary school students.
Non-exhaustively, the Services expected would include the following:
A. Student Intervention and Regulation Support
1. Provide targeted intervention, mentoring and support for identified students through regular engagement, monitoring and collaboration with the Student Development Team, teachers and relevant stakeholders.
2. Build positive and trusting relationships with identified students to support their social-emotional well-being, resilience, character development and positive school experience.
3. Develop students' social-emotional competencies, including self-awareness, emotional regulation, empathy, relationship skills and responsible decision-making.
4. Equip students with practical strategies to strengthen self-regulation, conflict resolution, communication skills, positive peer interactions and responsible behaviour.
B. Restorative Practices and Community Building
5. Plan, facilitate and support restorative practices that strengthen relationships, promote student voice, agency and belonging, and repair harm where appropriate.
6. Conduct restorative practices, including but not limited to:
· Community-building circles
· Family circles
· Listening and storytelling circles
· Restorative conversations and coaching
· Peace making circles
· Experiential and collaborative learning activities
7. Support restorative and mediation sessions for students experiencing interpersonal conflicts or relationship challenges, in consultation with the Student Development Team.
C. Parent Engagement and Home-School Partnership
8. Build positive relationships between students, families and the school to strengthen home-school partnerships and support students' holistic development.
9. Facilitate restorative conversations and family circles where appropriate to strengthen family relationships and support positive outcomes for students.
10. Build connections and strengthen partnerships between students, parents and teachers through restorative engagement approaches.
D. Staff Capacity Building
11. Build staff capability in restorative practices through training, coaching, consultancy and professional learning opportunities.
12. Work collaboratively with the Student Development Team to strengthen the school's restorative culture and preventive support systems.
E. Observation, Documentation and Reporting
13. Observe, identify and document the key needs of students, including behavioural, social-emotional, peer relationship, engagement and learning-related concerns via weekly updates.
14. Report relevant cases, observations and concerns to the Student Development Team and School Leaders for further intervention and support where necessary.
15. Maintain proper documentation of student engagement, intervention, follow-up actions, progress monitoring and programme outcomes, while ensuring confidentiality of student-related information.
16. Provide weekly feedback to the Student Development Team on students’ needs, programme experiences, progress, concerns and recommended follow-up actions, so that the school can better support the students.
F. Programme Review and Improvement
17. Support preventive and developmental programmes related to student behaviour, peer relationships, social-emotional learning, restorative practices, school values and positive student conduct.
18. Conduct a review of the engagement and intervention programmes at the end of each term and recommend improvements for future implementation.
19. Monitor and evaluate the effectiveness of restorative practices and interventions through appropriate qualitative and quantitative measures, including school data, feedback, belonging indicators and psychometric tools where appropriate.
20. Provide regular feedback and recommendations to the Student Development Team to support continuous improvement of restorative practices and student support programmes.
H. Professional Conduct and Other Duties
21. Conduct oneself professionally in all interactions with students, parents and school personnel, and work closely with the Student Development Team in supporting students.
22. The personnel is expected to comply with the “Expectations of Instructor (Annex C)”.
23. Support any other duties, programmes or student management- related work assigned by the school’s management during the stipulated working hours.
EA License No.: 96C4864
Reg No.: R1106928 TOH LAY HOON (JESSICA)