Scholar Success Coordinator

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.

GRPS MISSION: Our mission is to ensure that all scholars are educated, self-directed and productive members of society.

• This is a Grant-Funded, non-tenured position continued employment under the terms of this grant is contingent upon continued funding*

Scholar Success Coordinator

Department: Instruction

Unit: Professional and Administrative Exempt

Wage: Compensation range listed is based on an average 1-15 years of experience, as determine by Human Resources

Elementary - Grade 106

K-8/Middle - Grade 107

High School - Grade 108

Specific salary based on relevant years of experience

Direct Supervisor: Chief Area Instructional Leader

JOB SUMMARY

The Scholar Success Coordinator supports a safe, inclusive, and positive school climate with a focus on improving scholar behavior, attendance, and academic engagement. This role is specifically designed to serve identified scholars ensuring that interventions and support systems are in place to help them succeed.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Promote a positive school culture by building relationships, reinforcing behavioral expectations, and utilizing restorative practices.
• Implement and support behavior and attendance interventions aligned with multi-tiered systems of support (MTSS) to assist identified scholars in meeting academic benchmarks.
• Collaborate with teachers and support staff to identify scholars in need of academic and behavioral support.
• Promote a positive school culture by reinforcing behavioral expectations and restorative practices.
• Monitor attendance and intervene early with scholars demonstrating chronic absenteeism
• Coordinate with counselors, social workers, and families to support scholars'' social-emotional needs and reduce barriers to learning.
• Maintain documentation and data collection for scholars served under 31a requirements to ensure compliance and support program evaluation.
• Engage positively with families and caregivers to support consistent attendance, behavior, and academic progress.
• Provide leadership in the implementation and integration of MTSS, Restorative Practices, Social & Emotional Learning (SEL), and PBIS to foster a learning environment that is supportive of all learners.
• Works with building teams and other staff to establish a safe and productive learning environment.
• Assist in supporting identified scholars during, before, after school and at school related extracurricular activities.
• Meet with team members to analyze data and identify barriers, along with strategies to overcome them and improve overall performance.
• Participates in professional development to integrate MTSS within the building.
• Meets regularly with building teams and/or district leadership to implement support plans for identified scholars.
• Other duties as assigned and allowed by grant funding.

QUALIFICATIONS

Required Education and Experience:

• Bachelor's Degree
• Two (2) years of experience successfully working with scholars at the secondary level or other equivalent experience working with youth, required.

Preferred Qualifications:

• Master's degree.

Knowledge, Skills, and Abilities:

• Experience with MTSS, Restorative Practices, Social & Emotional Learning (SEL), and PBIS to support a positive, welcoming, and supportive school climate.
• Ability to exhibit high emotional intelligence collaborating with staff, scholars, and community towards solutions to root issues.
• Ability to stay aware of and deal with the multiplicity of issues in an urban school district.
• Ability and desire to effectively communicate both orally and in writing with diverse populations.
• Demonstrates knowledge of the district's Strategic Plan by incorporating its outcomes and themes into daily work and decision-making
• Ability to work effectively with scholars, families, and staff.
• Ability to maintain accurate records.
• Ability to demonstrate a willingness to grow professionally.
• Consistently demonstrate dependable attendance and punctuality.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below 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.

PHYSICAL DEMANDS

The work is light work which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects. While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, stoop, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually loud to moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of scholars.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.

Signature Date