Student Success Specialist -STTJ Full Time NEW

Description

Under the general supervision of the Deputy Superintendent, the Student Success Specialist engages and supports identified students to strive for academic and school success. An employee in this position serves as a success coach providing tools, tips and resources to empower students towards academic success. The Student Success Specialist assists students in addressing attendance barriers by providing the ongoing wrap-around supports that connects students to resources (campus and/or community-based) that aids in overcoming personal and academic obstacles.

Duties and Responsibilities

• Provides assistance with the development, implementation, and assessment of student success initiatives and programs aimed at empowering students toward success
• Implements individual intervention strategies within a tiered system to increase the likelihood that identified students will succeed and stay in school and/or complete graduation requirements or other completion requirements
• Enforces adherence to established rules and regulations of the in-school suspension program and creates an effective climate for learning.
• Communicates appropriate behavior, school rules, and regulations to students in the program; and explains to students the reasons for suspension and its impact on their education.
• Provides guidance and encourages students to develop a positive attitude toward learning.
• Monitors the students who have been assigned to in-school suspension and reviews student progress.
• Collaborates and communicates with Dean of Students, School Principal, parents and classroom teachers regarding student behavior and progress.
• Reports inappropriate behavior by students to professional staff members.
• Escorts students during break/lunch periods and monitors hallways.
• Maintains daily attendance and other records of students assigned to the program.
• Reports the effectiveness of the program to the school administrative staff and makes suggestions for improvement.
• Models nondiscriminatory practices in all activities.
• Maintains a caseload of students identified for coaching.
• Monitors the progress of identified students in caseload with check-ins, scheduled meetings or proactive outreach and communication, responding to students’ questions, concerns and needs
• Conducts academic coaching through individual or group sessions that help students assess their own performance and develop academic success plans
• Provides assistance to students in developing self-efficacy by identifying and overcoming obstacles that may be impeding academic success; works with students to learn strong time management and organization skills; motivates students to practice self-regulation and take ownership of their academic success
• Provides guidance to students in identifying, developing and implementing learning strategies and study skills specific to course materials
• Refers students to appropriate academic personnel and support resources and collaborates with others to monitor and accelerate the academic progress of the students referred
• Provides training/information to identified students and their parents/guardians regarding the implementation of the intervention plan
• Performs other duties as assigned

Minimum Qualifications

Associate of Arts degree in Education, Psychology, or related field

OR

Completion of two (2) years of college to include sixty (60) college credits in Education, Psychology, or related field AND at least three (3) years administrative, educational, coaching, or behavioral program experience

OR

High School Diploma from an accredited institution or its’ equivalent and at least five (5) years of experience in an administrative, educational, coaching, or behavioral program setting.

Position Factors

FACTOR 1 – KNOWLEDGE REQUIRED BY THE POSITION

Knowledge of coaching, instructional and mentoring techniques.

Knowledge of processes and resources for organizing and leading group and collaborative activities.

Knowledge of trends, issues, and accepted practices relevant to the position.

Ability to communicate orally with students, parents, other stakeholders, or the public in face-to-face one-to-one settings, via telephone or in group settings.

Must have Strong interpersonal skills and sound decision making skills.

Must be flexible and can de-escalate potentially controversial situations.

Ability to work independently and in a team setting.

Ability to pay attention to detail

Ability to comprehend and make inferences from written materials.

Ability to operate a variety of standard office equipment.

Ability to produce written documents with clearly organized thoughts using proper sentence construction, punctuation, and grammar.

Ability to review or check the work of others to ensure conformance to standards.

Ability to make independent decisions to resolve problems or conflicts.

Ability to work cooperatively with other Department of Education employees, community workers, and the public.

Ability to articulate the rules, regulations and procedural practices of the office.

Ability to work independently.

Ability to prepare data collection instrument, conduct research, compile data, and write reports.

Ability to plan and outline the procedures necessary for the completion of evaluation reports.

Ability to make detailed presentations.

Ability to express oneself clearly and concisely in verbal and written communication.

Ability to work with diverse populations, styles and workplaces.

Ability to thrive in a fast-paced, multifaceted environment.