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Title 1/SCE Student Success Coach

4 months ago

Irving, United States Irving Independent School District Full time
JOB TITLE: Title 1/SCE Student Success Coach

WAGE/HOUR STATUS: Exempt

FUNDING SOURCE: Title 1/SCE

REPORTS TO: Campus Principal

PAY GRADE: Teacher Salary Schedule (187 + 5 Days )

DATE REVISED: April 2024

Disclaimer: This is a grant funded position. Funds for this position are expected to be available up to the end of the school year. In addition to other specified conditions of employment, the applicant understands that no guarantee of continued employment, beyond the availability of the grant funds, is expressed or implied by Irving Independent School District.

This position is eligible for a Chapter 21 contract.

PRIMARY PURPOSE:

The Title 1/SCE Student Success Coach serves as part of the school's leadership team as a facilitator and provider of a comprehensive system of support for students with high risk behavior through the District's Response to Intervention Model utilizing proactive and preventive measures to ensure the academic and behavioral success of students. The student success coach assists campus leadership in providing all children a significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. The Title 1/SCE Student Success Coach s will coordinate and provide academic and behavior interventions through the RTI process, monitor student progress through qualitative and quantitative measures, and participate in MTSS meetings to provide recommendations regarding adjustments to student behavioral and academic intervention plans. In addition to providing support in the areas of study skills, discipline, attendance, and drop-out prevention, the Title 1 Student Success Coach will provide professional development and guidance for teachers to improve their knowledge and skills with classroom management, engaging students in learning, and building positive relationships that promote student success.

QUALIFICATIONS:

Minimum Education/Certification:
  • Teacher Certification
  • Master's Degree preferred
  • Fluent bilingual as demonstrated on the Spanish Oral proficiently - preferred
Special Knowledge/Skills:
  • Deep knowledge of the District's MTSS process and documentation processes
  • Knowledge of positive behavioral management supports, interventions, and systems
  • Excellent communication and interpersonal skills
  • Experience in presenting school-based and district-wide professional development
  • Ability to prioritize and manage multiple tasks in a complex and diverse school system


Minimum Experience:

Three (3) years of successful classroom experience or comparable experience managing at risk behaviors with adolescents

MAJOR RESPONSIBILITIES AND DUTIES:

Student Management and Instructional Responsibilities:
  1. Assist when appropriate in planning and conducting weekly purposeful meetings in PLCs or team planning time with department teacher teams to review level of student engagement, at risk behaviors that may interfere with academic performance, school and classroom management recommendations, patterns of discipline/office referrals and positive behavioral supports.
  2. Model positive behavioral supports and effective classroom management for teachers as recommended by campus administrators.
  3. Collaborate with teacher teams to identify students struggling with Tier I instruction due to emotional, social or behavioral factors; design Tier I supports for these students; recommend targeted interventions, and assist with implementation and facilitation of intervention programs/processes as determined by the MTSS process.
  4. Develop specialized behavior support plans for students identified in the MTSS process.
  5. Work with principal to oversee implementation of behavioral MTSS processes at the campus
  6. Communicate and collaborate with parents regarding behavioral interventions
  7. Provide transitional support for students returning to campus from Student Reassignment Center
  8. Work collaboratively with campus administration, counselors, teacher teams, and district administration to identify students who need mentoring from an adult
  9. Participate in data analysis discussions with administrative teams and teacher teams
Leadership Responsibilities:
  1. Actively participate in campus decision-making processes and discussions as it relates to student behavior, attendance, engagement in school, and at risk behaviors
  2. Maintain student observation records and anecdotal information about individual students as well as records of patterns and trends related to student risk behaviors for periodic discussion and review. Collaborate with campus administrative team to strengthen system of supports for At Risk students
  3. Meet regularly with the campus leadership team to keep them abreast of student needs, issues of concern, and progress with keeping students engaged in school
  4. Mentor new teachers and teachers new to campus/district in classroom management and recognizing and responding to high risk behaviors
  5. Provide training to staff during faculty meetings and other staff development opportunities
Professional Growth and Development:
  1. Actively pursue opportunities for life-long learning and professional growth
  2. Attend professional development activities and apply new learning to improve job performance
  3. Read professional journals and other pertinent materials to enhance professional growth
  4. Uphold and enforce school rules, administrative regulations, and legal/local board policies
  5. Practice the highest standards of professional ethics according to local and state codes
  6. Model advanced/interactive technology use in meetings and trainings
  7. Perform other duties related to the improvement of student social, affective, and academic behavior as determined by the principal


SUPERVISORY RESPONSIBILITIES:

None

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors: Must maintain emotional control and exercise reasoning and problem solving skills while under stress. Must demonstrate ability to communicate effectively (verbal and written). Should be able to interpret procedures and analyze data for decision-making. Frequent in-district and occasional in-state or national travel. Occasional prolonged and irregular hours.

Safety: Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidences immediately to supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.