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Student Support and Engagement Coordinator

Lincoln Consolidated Schools
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POSITION: STUDENT SUPPORT AND ENGAGEMENT COORDINATOR - SECONDARY

FLSA STATUS: EXEMPT 

FTE STATUS: 1.0 

REPORTS TO: BUILDING PRINCIPALS 

DATE: 02/23/0226

 SUMMARY:  

The Student Support and Engagement Coordinator will work with administrators, counselors, and instructional staff to provide student support to meet their academic, personal and emotional needs.  This role aims to foster a positive school climate, enhance student engagement, increase academic achievement, reduce disciplinary issues, and build strong relationships among students, staff and families.  

STUDENT SUPPORT AND ENGAGEMENT COORDINATOR PERFORMANCE RESPONSIBILITIES:

  • Commits to ongoing learning and the development of their craft; encourages, supports and mentors ongoing learning in students. 
  • Consistently promotes fairness, respect, and different viewpoints in all responsibilities    
  • Commits to high expectations for students, developing a vision of success for each student and moving the student towards achievement. 
  • Commits to positive relationships and communication, promoting and modeling a safe and supportive learning  culture for all. 
  • Commits to honoring all students, embracing their community and differences  
  • Commits to establishing a learning environment that is accountable for effective instruction, assessment and  data-driven decision-making. 
  • Program Support and Monitoring: 
  •  
    • Design and implement the PBIS framework based on the needs of the school.
    • Coordinate and support the implementation of Tier 1, Tier 2 and Tier 3 interventions and supports.  
    • Offer coaching and support the staff on PBIS strategies and practices.  
  • Student Support and Engagement:
  •  
    • Monitor and support students receiving PBIS interventions to ensure their success
    • Develop and Implement student recognition programs to celebrate positive behavior and achievements (PBIS assemblies).
    • Facilitate small group and individual interventions for students requiring additional support.  
  • Commits to using community resources to improve instruction. 
  • Commits to collegiality and professionalism of self and staff. 

ESSENTIAL DUTIES AND RESPONSIBILITIES:  

  • Assist in regards to deterring truancy and behavioral challenges to positively influence school wide culture for  the benefit of increasing achievement and graduation rates.  
  • Compile and analyze data in regard to student achievement and discipline to improve practices and report such information to other school leadership and stakeholders.  
  • Resolve all student discipline problems using PBIS interventions and implementing restorative practices in compliance with the Student Code of Conduct.  
  • Collaborate with classroom teachers and parent liaison to facilitate parent meetings of students who are at-risk  of failing as a result of behavior and academic performance. 
  • Confer with parents, teachers, counselors, support service personnel and students on matters of discipline and  welfare.  
  • Assist with general supervision of students before, during, and after school, including lunch times.
  • Assist with student attendance issues working with outside partners (like Concentric). 
  • Manage student supervision issues and enforce school behavioral expectations.  
  • Identifies and responds to the learning style of all students, differentiates instruction to accommodate these styles. 
  • Communicates regularly with students, parents, families and administration in advocacy of student growth.  
  • Develops communication plans that adjust for varying levels of parent involvement and inclusion. 
  • Collects and integrates information about community heritage in instruction. 
  • Be a member of the School Leadership Team
  • Must be CPI and CPR certified or willing to get the training if not. 
  • Participate in organizational quality.  
  • Participates in district and school initiatives, adheres to building and district school improvement plans. 
  • Keep in confidence all personal, student or personnel records and information. 
  • Participates in district and school initiatives, adheres to building and district school improvement plans.
  • Adheres to district and school rules and procedures. 
  • Conducts behavior to demonstrate collegiality and professionalism. 
  • Mandated Reporter for Child Abuse and Neglect. 
  • Regular and reliable attendance is an essential function of the position. 
  • Other duties as assigned by the Principal 

 

SUPERVISORY RESPONSIBILITIES: 

  • Position includes supervisory responsibilities over students. 

QUALIFICATIONS: 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative  requirements that may be appropriate and acceptable to the Board of Education may be considered. The  requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable  accommodations may be made to enable individuals with disabilities to perform the essential functions. 

EDUCATION and/or EXPERIENCE:  

  • Minimum of a Bachelor’s Degree in education, social work, or a related field preferred.  
  • Minimum of five years successful teaching experience preferred, preferably at the secondary level with experience in PBIS or behavior management.  
  • Strong understanding of PBIS principles and practices.  
  • Experience working with students in small groups, incorporating technology when appropriate.
  • Be able to monitor students and record progress. 
  • Experience working with parents, teachers and administrators. 
  • Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
  • Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan. 

LANGUAGE SKILLS: 

  • Ability to explain and demonstrate appropriate teaching techniques. 
  • Ability to read, analyze and interpret periodicals and professional journals. 
  • Ability to effectively present information and respond to questions from groups of educators, students and the  general public. 
  • Ability to write lesson plans, business correspondence and other related correspondence.
  • Ability to express yourself clearly, both orally and in writing. 
  • Ability to read, analyze and interpret information.  

TECHNICAL SKILLS:  

  • The ability to integrate technology into the everyday work flow is necessary. 
  • Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.  
  • Ability to use computer technology for research, data management, communications and other instruction.
  • Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other  electronic communications mechanisms.  
  • Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets,

database and  presentation software) is required. 

MATHEMATICAL SKILLS: 

  • Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position. 

 

REASONING ABILITY:  

  • Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence. 
  • Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited  standardization exists. 
  • Exhibit a high level of professionalism with the ability to handle confidential information, use good judgment,  plan and handle complex projects and maintain a flexible attitude. 
  • Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
  • Ability to define problems, collect data, establish facts and draw valid conclusions. 

INTERPERSONAL SKILLS: 

  • Excellent communication, facilitation, and leadership skills.  
  • Ability to build rapport with others and to serve diverse publics. 
  • Ability to take initiative; work well with others as a collaborative team member and exhibit good
  • communication skills.  
  • Ability to work effectively and collaboratively with other departments, agencies and individuals.  

 

PHYSICAL DEMANDS: 

The physical demands described here are representative of those that must be met by an employee to successfully  perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with  disabilities to perform the essential functions.  

While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger,  handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is  occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up  to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision,  distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires  the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. 

ENVIRONMENTAL ADAPTABILITY: 

The work environment characteristics described here are representative of those an employee encounters while  performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with  disabilities to perform the essential functions.  

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day.  The employee is frequently required to interact with the public and other staff. The employee is directly responsible  for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than  the average person. Occasionally the employee may be required to be outdoors for a short period of time, and  therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job. 

 

TERMS:  

The contract, salary and other employment conditions will be established by the Board of Education in conjunction with the Lincoln Consolidated Schools and the Washtenaw County Education Association/MEA/NEA collective bargaining agreement.  Further, the applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District. 

 

FUNCTIONS OF POSITION DESCRIPTION: 

This position description has been prepared to define the general duties of the position, provide examples of work  and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the  position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control  the duties of employees under supervision. Lincoln Consolidated Schools retains and reserves any and all rights to  change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This position description is not a contract for employment.

Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act.  The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.

"The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District."

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