Prevention & Intervention - Healthy Schools Coordinator - 1.0FTE (223/8)
2 months ago
Overview of Position
The Healthy Schools Coordinator will implement vaping prevention, early intervention, and cessation activities throughout the district. This includes creating lessons/trainings, fostering student leadership, engaging families, and establishing professional development.
This position's responsibilities are to develop, implement, and assess programs related to reducing youth risk behaviors. This includes reviewing curricula/programs/frameworks, collecting data, building partnerships, delivering professional development, providing technical assistance and supports to students, staff, and families on a variety of social emotional and health issues.
This position will remain open until filled. The first round of reviews will be to applications received on or before July 24, 2024.
Essential Functions
15%
Review research, literature and model curricula/programs/frameworks. Provide leadership and direction to the development and implementation of program by reviewing, selection, adoption and/purchase of instructional material and technology resources. Assures alignment with state and national standards, maintaining compliance with federal, state and district mandates.
20%
Design and deliver staff development. Provides professional development to support district and building leaders responsible for ongoing implementation of program or curriculum. Determines program needs, develops presentations and presents to internal and external partners.
20%
Provide technical assistance/support to staff, students and families on a variety of social emotional and health issues that impact student academic success. Completes regular site visits. Work collaboratively and maintain excellent relationships with Principals, Building Team Leaders, teachers and staffing in order to support effective program implementation across all three MTSS tiers.
20%
Collaborate with school/program staff to develop a comprehensive plan and process to track, record, and evaluate student/school progress to meet program goals and objectives. Monitor the impact of program, interpret and use data to identify needs for progress monitoring and program adjustment. Support administration of student health surveys and other methods to assess student needs in assigned building(s). Build/assess evaluation tools and reporting mechanisms. Complete regular site visits for technical assistance and evaluation purposes.
15%
Facilitate teaming between schools and community based organizations. Complete resources assessment in assigned buildings. Collaborate and generate partnerships with community agencies and providers. Lead District execution of MOUs and contracts as appropriate.
10%
Partner with internal and external stakeholders to meet reporting requirements for program and grant oversight. Reporting activities may include in-person meetings, phone conferences, data collection, and written submissions.
OTHER FUNCTIONS:
RELEVANT COMPETENCIES:
Organizing
Can marshal resources (people, funding, material, support) to get things done; can orchestrate multiple activities at once to accomplish a goal; uses resources effectively and efficiently; arranges information and files in a useful manner. Identifies and prioritizes critical activities and tasks to achieve results. Ensures that materials and information are prepared to maximize productivity. Knows how to get things done both through formal and informal channels.
Presentation Skills
Is effective in a variety of formal and informal presentation settings; commands attention and manages group process during the presentation; is cognizant of audience response and able to adapt content and style accordingly. Presents clear and convincing presentations that achieve their purpose. Tailors presentation to meet the needs of the audience. Practices active listening and can quickly change approaches when something isn't working. Uses strong listening skills to formulate appropriate responsive answers to questions.
Building Effective Teams
Builds cohesive teams of people within the organization; shares wins and success such that each team member feels valuable and appreciated; guides teams to establish and achieve goals.
Creates high performance environment where others pull together to get things done. Promotes collaboration and removes obstacles to teamwork. Celebrates successes and rewards team achievements. Monitors and evaluates team successes and challenges while providing productive feedback.
Interpersonal Skills
Is warm and easy to approach; builds constructive and effective relationships; uses diplomacy and tact to diffuse tense situations; has a style and charm that immediately puts others at ease and disarms hostility.
Relates well with others. Builds constructive and effective relationships. Considers and responds appropriately to the needs and feelings of different situations. Is tactful, diplomatic and demonstrates consistency and fairness.
Valuing Diversity
Manages all kinds and classes of people equitably; supports equal and fair treatment and opportunity for all; fosters a climate of inclusion, where diverse thoughts are freely shared and integrated.
Values diversity as demonstrated in hiring decisions, delegating work, team forms and interaction with others. Demonstrates respect for all people from all walks of life. Seeks out different points of view and leverages the benefits of different perspectives.
DISTRICT-WIDE CORE COMPETENCIES:
Collaboration
Develops cooperation and teamwork while participating in a group, working toward solutions which generally benefit all involved parties.
Is seen as a team player who encourages efficient and effective collaborations. Works skillfully in difficult situations with both internal and external groups. Represents his/her own interests while being open-minded to other groups. Builds respectful and productive relationships internally and externally.
Getting Results (Action Oriented)
Performs work with energy and drive; values planning, but will take quick, decisive action when an opportunity presents itself.
Demonstrates a strong sense of urgency about solving problems and getting work done. Focuses on achieving the goal even in the face of obstacles. Assumes responsibility for starting and finishing work with minimal supervision. Strives for new levels of performance.
Decision Quality & Problem Solving
Uses analysis, wisdom, experience and logical methods to make good decisions and solve difficult problems with effective solutions; appropriately incorporates multiple inputs to establish shared ownership and effective action.
Weighs the consequences of options before making a decision. Applies appropriate criteria to situations for the purpose of making decisions. Displays self-confidence in own judgment. Focuses in the facts and solutions instead of opinions and problems.
Integrity
Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an appropriate and helpful manner; keeps confidences; admits mistakes; doesn't misrepresent him/herself for personal gain.
Deals with people and situations in an honest and forthright manner. Represents information and data accurately and completely. Represents the confidentiality of information and concerns shared by others. Takes ownership if a mistake is their own and does not blame others.
Accountability
Holds self and others accountable for measurable high-quality, timely and cost-effective results; determines objectives, sets priorities and delegates work; accepts responsibility for mistakes; complies with established control systems and rules.
Takes responsibility and action as if the risks (financial or otherwise) are his or her own. Holds individuals and team accountable for their actions and results. Initiates action even if outcome is uncertain and is willing to accept the consequences of failure. Aligns own activities and priorities to meet broader organizational needs. Demonstrates courage and confidence in his or her own ability.
KNOWLEDGE, SKILLS AND ABILITIES:
Required Knowledge of youth risk behavior and their impact on academic success, strategies to reduce risk. Understanding of health disparities and the disproportionate risks facing subpopulations of youth, including youth of color and LGBTQ youth. Familiarity with local, state and federal grant reporting guidelines and evaluation. Establish and maintain effective working relationships with District staff, students, parents or guardians, outside agencies and the public in a multi-ethnic, multi-cultural, and multi-lingual environment. Proficient use of current technology, data analysis and presentation tools. Facilitation skills, collaboration, and team building. Plan and deliver professional development, trainings. Strong oral and written communication skills. Individual initiative and teamwork.
Desired Knowledge of SPS policies, applicable state laws, OSPI requirements and regulations. Awareness of local youth serving organizations, resources.
Typical Qualifications
EXPERIENCE/EDUCATION:
A typical way to obtain the knowledge and abilities would be:
Three (3) years' experience in adolescent health issues, including one (1) years' experience working in an urban school setting; BA/BS in Education, Social Work, or related field; Master's preferred; or an equivalent combination of education and experience.
Any equivalent combination of education, experience and training that provides the required knowledge, skills and abilities to perform the work will be considered.
CLEARANCES:
Criminal Justice fingerprinting and background check.
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