Scituate Schools Plans New Director Position Combining Social-Emotional Support and Diversity Initiatives
SCITUATE - November 3 - The Scituate School Committee reviewed a draft job description for a new Director of Support, Engagement, and Advocacy position that will combine social-emotional learning (SEL) oversight with diversity, equity, and inclusion (DEI) efforts. The role, which will replace the district’s current standalone DEI position, aims to create a comprehensive support system for students while addressing what administrators describe as “growing unmet social and emotional needs” across the district.
The Full Story
The meeting focused almost entirely on the proposed job description for the new leadership role, which represents a significant restructuring of how the district approaches student support services. School Committee Chair Nicole Brandolini opened with extensive prepared remarks addressing community concerns about the change, emphasizing that the shift does not represent a retreat from diversity, equity, and inclusion work.
“Moving to this expanded role does not diminish our commitment to diversity, equity, and inclusion. Our commitment is as strong today as it was when jamele [adams] joined us,” Brandolini said, referring to the district’s recent Director For Love, Inclusion & Trust (LIT). “In 2021, we were proud to be one of the first districts in Massachusetts to create a role dedicated to diversity, equity, and inclusion. Thanks to jamele, we’ve made progress and established a new foundation. Now this new role will enable us to build on that foundation and meet our students’ pressing needs.”
Interim Superintendent Tom Raab presented findings from a community survey that received 187 responses. The feedback revealed diverse opinions: approximately one-third of respondents urged the committee not to replace the position at all, while the remaining two-thirds offered various suggestions for how the role should evolve. Raab noted strong community support for maintaining popular programs like LIT Club and the “This is Our House” celebration.
“Many people admittedly felt that this was too big of a job for one person, and it is a big job. There’s no question about it,” Raab acknowledged. “Being able to supervise our DEI efforts, as well as our SEL efforts, is a big job. I think the way I see it is that we have a lot of these efforts happening right now, but they’re a bit disjointed.”
Survey respondents requested several specific elements be included in the job description: explicit inclusion of LGBTQIA+ students among marginalized populations, attention to mental health and bullying support, clarification of the supervisory role, Title IX compliance oversight, and support for digital literacy. Many respondents also called for updating curriculum with a stronger DEI focus and embedding critical thinking and research skills throughout the program.
The draft job description outlines five major areas of responsibility for the new director: comprehensive and coordinated student supports through the Multi-Tiered System of Support (MTSS) framework; school culture and climate initiatives; professional development and fostering a culture of belonging; family and community engagement; and policy compliance with local, state, and federal laws. A fifth area covers curriculum oversight and implementation of evidence-based programs including SEL, DEI, bullying prevention, and digital literacy.
The position requires at least a master’s degree in education and five years of experience. The district is seeking candidates with either a Licensed Clinical Social Worker (LCSW) credential or licensure in mental health counseling, along with a Massachusetts Department of Elementary and Secondary Education administrative certification that enables staff supervision.
A committee member raised several suggestions for refining the job description. She emphasized the importance of explicitly integrating DEI throughout the position summary, noting that while it appeared in several sections, it could be stated more clearly and prominently. “I’m not sure the summary reflects this beautiful integration of SEL and DEI that you have both articulated,” She said. “I want to make definitely clear to this person that we are, it’s not either or, it’s a yes and, and I really want to attract someone who is bringing that equity lens into every part of this job description.”
The member also recommended adding language about data analysis and interpretation to the qualifications, particularly regarding the district’s investment in the Panorama Student Success PEAR assessment tool. “One thing I would love to see this role take on is, you know, I know we’ve invested a lot of time and effort and people power into the PEAR, and I would just like some assurances that that’s the right one. If it is, are we using it well and as effectively as we can?” she said.
The committee discussed clarifying language around curriculum implementation, with members suggesting the phrasing should better reflect that the director would oversee and coordinate curriculum implementation rather than directly deliver it. Raab confirmed that existing staff like health and wellness teachers and library media specialists would continue teaching the actual curriculum, with the director providing coordination and recommendations.
Raab explained his vision for the position evolving into a full department. “I really see this growing into a position where we’re actually creating a new department in the schools, and this is the beginning of that. Somebody can supervise our adjustment counselors, coordinate their work pre-K to 12,” he said.
The superintendent noted that the job description was developed with input from district directors and staff who understand daily needs. He referenced the district’s current use of various programs including HSA-PEAR data collection, Character Strong, and Second Step at the middle school level, all of which need better coordination. The PEAR assessment tracks multiple dimensions including academic motivation, action orientation, assertiveness, conduct problems, critical thinking, emotion control, and emotional symptoms for every student.
Brandolini’s opening statement cited research from the Collaborative for Academic, Social, and Emotional Learning (CASEL), which Massachusetts’ own framework relies upon. “SEL can serve as a lever for equity, addressing issues such as power, privilege, prejudice, discrimination, social justice, empowerment, and self-determination. This is complex work that requires systems-wide alignment and continuous improvement,” she quoted.
The committee acknowledged community members who have expressed concerns through various channels. “At our last school committee meeting and in the days since, many of you have shared your perspectives on this new approach. We have heard that some people are feeling fearful about what will come next, some people are truly grieving the loss of this role, and the individual who filled it for us,” Brandolini said. She thanked those who attended office hours with administrators, completed surveys, and spoke at meetings.
No public comment was offered during the designated time at the meeting, despite the contentious nature of the topic at previous sessions. The committee scheduled a vote on the final job description for November 17, 2025, giving Raab two weeks to incorporate feedback and refine the document.
If approved on November 17, the district plans to post the position immediately and keep it open through December. An interview committee comprising representative parents, administrators, and teachers would be assembled and led by the district’s HR director. Interviews would begin in January 2026, with the goal of having someone in the position by February 1, 2026.
When asked about similar positions in other districts, Raab acknowledged significant variation. “Sometimes people will task a school psychologist or head psychologist with this position. Other places do it very, very differently. So I don’t, there’s no consistency,” he explained. Committee members who researched comparable roles in other districts confirmed that such positions tend to be highly tailored to each district’s specific needs and gaps, with no standard model.
The committee plans to make several edits before the November 17 vote, including explicitly mentioning LGBTQIA+ students in the list of marginalized populations, adding data analysis to the qualifications, strengthening DEI language in the position summary, clarifying the curriculum oversight role, and potentially adding language about building collaborative teams and systems. Raab will also correct a technical error, changing “LICSW” to “LCSW” in the licensure requirements.
Why It Matters
This position represents how Scituate schools will structure support for students facing social-emotional challenges, bullying, discrimination, and mental health issues. The integration of diversity and equity work into a broader support role will determine how effectively the district addresses needs of students of color, LGBTQIA+ students, those with disabilities, English language learners, and economically disadvantaged students. For families, this position will serve as a key point of contact for concerns about school climate, student wellbeing, and inclusive practices. The February 2026 start date means the new director would be in place for the second half of the school year to begin coordinating existing programs and identifying gaps in student support services.
Meeting Minutes
Key Motions & Votes
Motion: To approve the October 20, 2025 meeting minutes as presented. Outcome: Approved. Vote: Unanimous. (Timestamp: 23:44)
Motion: To adjourn to special town meeting. Outcome: Approved. Vote: Unanimous. (Timestamp: 24:27)
Public Comment
The committee opened the floor for public comment both in-person and remotely, but no community members came forward to speak at this meeting. This contrasted with previous meetings where the topic of restructuring the DEI position generated significant public participation.
What’s Next
Interim Superintendent Raab will revise the Director of Support, Engagement, and Advocacy job description incorporating committee feedback and additional insights from the community survey. The revised job description will be presented for a vote at the November 17, 2025 School Committee meeting. If approved, the position will be posted immediately and remain open through December 2025. An interview committee will be formed to review candidates in January 2026, with the goal of hiring someone to start by February 1, 2026. The committee will also attend the MASC (Massachusetts Association of School Committees) conference the week following this meeting.