Site Coordinator

The Site Coordinator is a full time, exempt position. Employees in this position follow the Academic Year Calendar for HOPE’s Instructional staff, as determined annually. The expected workday is to be on site 30 minutes before and 30 minutes after the Learning Site’s operational hours.

This job description may not be inclusive of all assigned duties, responsibilities, or aspects of the job described and may be amended at any time at the discretion of HOPE’s management.

SUMMARY:

The Site Coordinator is a site/Learning Site based, instructional leadership position with the primary responsibilities of collaboration, coordination, and support of the HOPE academic instructional program through:

Communication and collaboration with all stakeholders to provide a positive, safe, and engaging learning environment;

Ensures all components of the HOPE Academic Instructional day are met at assigned location

Delivers intervention direct instruction to targeted students,

Supports with Mentors and Instructional Paras to deliver critical thinking and intervention instruction for all students by co-planning, modeling or co-teaching

Analyzes site and student level performance data and collaborates with other staff to make instructional decisions based on data

Completes assessment and progress monitoring of student learning;

Professionalism and commitment to community.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Priority Area: Instruction - deliver intervention and Capstone instruction for identified students and coordinate on and offline core and intervention instruction for all students

40%

Duties and Responsibilities

Teach Senior Capstone course and maintain Capstone portfolios for enrolled students

Identify, plan and deliver appropriate intervention instruction to lowest performing students (MTSS, READ, etc) to address academic gaps

Coordinate with Learning site staff, specialized staff and virtual teachers to ensure that all students have access to and engage in appropriate instruction to meet grade-level content and language standards.

Maintain daily schedules of live lessons with virtual teachers and powerblock sessions with personalized learning team and ensure students participate in live lessons and powerblock sessions

Use data to determine small groups for grade-level and intervention programming. Maintain group lists and schedules for personalized learning groups including SPED and ELD.

Coordinate with site leadership to ensure all components of the HOPE instructional day are implemented consistently and effectively.

Collaborate and model and/or co-teach with mentors and paras in planning and delivering critical thinking and intervention instruction for all students.

Provide training for new mentors in student engagement/classroom management, technology-based resources including online curriculum and Google tools, language acquisition and development, differentiation/intervention strategies and resources, student support resources, and other HOPE educational initiatives.

Serve as the Teacher of Record for courses that occur outside the online curriculum platforms (example: Critical Thinking, Independent Study, Site-based Physical Education, Work-Study, etc)

Evidence of Success

All HOPE Instructional Day components are implemented consistently and effectively for every student and class at the Learning Site.

Students are appropriately grouped for grade-level, language development, and intervention instruction.

Students have access to and receive appropriate instruction and support to meet grade-level standards, develop communication skills, and close academic gaps.

Mentors consistently and effectively implement strategies to provide culturally responsive, rigorous, targeted learning opportunities for all students.

Student outcomes are improved based on data-driven instruction

Priority Area: Communication and collaboration with various stakeholders to provide a positive, safe, and engaging learning environment

20%

Duties and Responsibilities

Develop and maintain collaborative, positive, effective relationships with all stakeholders.

Coordinate with all stakeholders (Learning Site Staff,Curriculum Virtual Teachers, students, families etc) to develop, implement, and maintain a shared plan for consistent communication with (or about) students.

Use culturally responsive and effective communication strategies to build and maintain trust with all stakeholders; including communicating belief in the capacity of all learners to achieve at high levels (high expectations, post-secondary readiness, growth mindset).

Regularly participate in learning Site, school, and community-based events and initiatives, including those that may occur outside of traditional school hours (ex: Back to School night, parent meetings, extracurricular events, etc) on an on-going and regular basis.

Co-lead PLC and provide site-based PD on relevant topics based on student achievement data and the needs of mentors and students.

Collaborate with Instructional Para to ensure fidelity in Instructional intervention groupings.

Evidence of Success

Collaborative, positive, effective, and trusting relationships are developed and maintained with all stakeholders. Stakeholders report they feel valued and respected by the site coordinator.

Students are successful as a result of the development and implementation of a common collaborative communication plan between all individuals involved with the student.

All students meet high expectations as the result of clear, targeted, culturally-responsive communication that includes regular and prompt feedback.

PLCs and site-based professional development are implemented on relevant topics based on student achievement data and the needs of mentors

Schoolwide & UIP Goals are met at the assigned site.

Priority Area: Assessment and progress monitoring of student learning

30%

Duties and Responsibilities

In collaboration with Learning Site leaders, uses organizational skills and attention to detail to plan, schedule, proctor, and oversee all assessments (state, federal, local) while upholding the level of integrity and security required to ensure that no mis-administrations occur.

Regularly assesses student’s progress through assigned work in all curriculum programs and uses advanced technology skills to collect, analyze and share data on an individual student, class/course, and schoolwide progress toward grade-level/standard mastery, language development, and other site/school performance targets.

Refer students for additional services including MTSS/RTI

Complete all individual student plans (READ, MTSS, etc) and grading tasks in a timely manner

For students on READ and MTSS plans, complete and document ongoing progress monitoring of identified goals and/or targets at least every 6 weeks.

Collaborate Academic Advisors to communicate individual student progress with each student, parent/guardian and other appropriate stakeholders.

Support mentors in grading and documentation of Critical Thinking performance tasks and enrichment activities

Communicate and collaborate with Learning Site Leader and Attendance/Discipline specialist to support students who are not meeting engagement expectations

Evidence of Success

All assessments are completed in a timely manner with no mis-administrations or other errors.

PLCs, Site, and School Leadership teams regularly review performance data and use data to make instructional program decisions.

Students and other stakeholders have an understanding of their progress towards learning goals and targets.

Priority Area: Lead by exemplifying professionalism and commitment to community

10%

Duties and Responsibilities

Adjusts practice and prioritization of other tasks based on the needs of the Learning Site and HOPE.

Sets personal goals related to student learning outcomes and seeks opportunities to improve personal professional practice through professional development and reflection.

Other duties as assigned.

Evidence of Success

The Learning Site and HOPE meet performance targets outlined in the Unified Improvement Plan.

Personal professional goals are met.

Other as determined by employee and supervisor.

Evidence of participation in extracurricular activities and programs at HOPE or Learning Sites

EDUCATION, LICENSURE, AND RELATED WORK EXPERIENCE:

Required

Bachelor’s Degree

Active Colorado Teaching License

Three years of teaching experience, at least two working with at-risk youth in a multicultural setting

Demonstrated success in instructional coaching of adults to improve academic outcomes of students

Experience supporting and providing instruction for diverse learners (CLD, SPED, MTSS, GT)

Able to unpack a Colorado Academic Standard to develop learning targets, success criteria, and tasks that support rigorous instruction

Experience with data-driven instructional practices

Preferred

Master’s Degree in an Education-related major

Additional CDE license endorsements including Cultural and Linguistically Diverse (CLD), Special Education, Principal’s or Administrator’s License

Five years of teaching and/or instructional leadership with diverse students in a community based, blended learning environment

Experience in leading PLCs and providing small group professional development

Experience in diagnosing the roots of academic gaps in students

Familiar with state-level and locally identified assessment for secondary students

Manage, organize and interpret data and share in a meaningful way

SKILLS, KNOWLEDGE, AND ABILITIES:

Required

Commitment to social justice and equitable education for all

Cultural proficiency and interpersonal/relationship building skills

Fluency and literacy in English; excellent oral and written communication skills

Excellent technology skills – Online curriculum, Google Docs, Drive and Gmail, MS Office, Student Information and learning management systems

Proactive and detail oriented, able to prioritize and be self-directed

Advocacy for community-based learning models

Preferred

Oral and written fluency in Spanish

Advanced technology skills, including online curriculum programs and Google Classroom

REPORTING RELATIONSHIP:

The Site Coordinator reports to and is evaluated by the Executive Director Learning Site Support in collaboration and feedback with the assigned Academic Liaison and Learning Site Director and other members of the HOPE instructional team. The Site Coordinator does not supervise any HOPE or Learning Site employees.

PHYSICAL AND MENTAL FUNCTIONING REQUIREMENTS:

While performing the duties of this job, the employee is regularly required to:

Compare, analyze, communicate, instruct, synthesize, evaluate, use interpersonal skills, compile and negotiate

Communicate effectively using speech and hearing

Use near vision to see details at close range (within a few feet of the observer) as required for computer use, reading and instruction

Use hands for extended periods of time at a keyboard or workstation

Operate office machines and computer equipment

Be subject to standing, walking, sitting, bending, reaching, kneeling, climbing, balancing, stooping, pushing and pulling

Occasionally lift objects up to 25 pounds

LOCATION, WORKING ENVIRONMENT, AND TRAVEL REQUIREMENTS:

Work is routinely performed in an office or classroom environment with moderate noise level. The Site Coordinator works at one or more assigned Learning Sites. Travel between the assigned Learning Sites (if assigned to more than one) and to the HOPE Office for training and meetings is the responsibility of the employee. Compensation for mileage is per the HOPE Mileage policy.

ACKNOWLEDGEMENT OF RECEIPT:

The duties and expectations of this position have been discussed and a copy of this document has been provided to me.

_________________________ ______________________________________________________

Employee’s Printed Name Signature Date Received

_________________________ ______________________________________________________

Supervisor’s Printed Name Signature Date Received

HOPE provides equal employment opportunities to all employees and prohibits discrimination on the basis of race, color, religion, national origin, sex, age, disability, genetics, protected veteran status, sexual orientation, gender identity or expression or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Inquiries concerning the application of HOPE’s nondiscrimination policy can be directed to the Human Resources office.