School Culture and Academic Achievement Specialist

JOB GOAL:

Under the direction of the school Principal, the School Culture, Operations & Academic Achievement Specialist serves as a dual-focused school-based leader responsible for two interconnected areas of work: (1) building and sustaining the operational systems, safety structures, and cultural conditions that make the school environment function effectively every day; and (2) driving data-informed academic intervention and instructional support systems that accelerate student achievement and post-secondary readiness. This position partners closely with school leadership, instructional staff, support personnel, and district departments to ensure that both the conditions for learning and the quality of learning are consistently high across the school.

TERMS OF EMPLOYMENT:

Ten one-half (10.50) Month (210 days) contract, Pay 807 Grade 23, plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. FLSA: Exempt.

QUALIFICATIONS:

• Master''s degree in Educational Leadership, Curriculum & Instruction, School Administration, or a related field preferred; Bachelor''s degree required.
• Valid Arkansas Administrative Certification or eligibility for licensure.
• Minimum of three (3) years of successful experience in a school setting, including experience in instruction, school operations, or student support at the secondary level.
• Demonstrated knowledge of PBIS, restorative practices, and Multi-Tiered Systems of Support (MTSS) across both behavioral and academic domains.
• Experience analyzing multiple data streams (ACT, ATLAS, interim assessments, discipline, attendance) and translating findings into actionable plans.
• Familiarity with evidence-based literacy and mathematics intervention models, HQIM alignment, and Arkansas LEARNS Act requirements.
• Experience managing or supervising classified staff (custodial, security, clerical) preferred.
• Working knowledge of IEP, 504, and ELL processes as they relate to instructional planning, progress monitoring, and student support.
• Proficiency with school data and instructional platforms (e.g., SchoolKit, ATLAS, Schoology).
• Strong facilitation, coaching, and communication skills; ability to lead adult learning and manage operational systems simultaneously.

Such alternatives and additions to the above qualifications may be deemed appropriate by the Superintendent. Such alternatives to the above qualifications as the Board may require.

ESSENTIAL DUTIES & RESPONSIBILITIES:

The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. The position will require a combination (but not all) of the duties listed below. Specific duties are contingent on the needs of the building. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position.

A. School Culture & Climate

• Lead the planning, implementation, and continuous improvement of the school''s culture and climate framework, including PBIS, restorative practices, and school-wide behavioral expectations.
• Coordinate Tier I universal behavioral supports and monitor consistent application of norms, routines, and procedures across all spaces.
• Partner with counselors, the Student Hearing Office, and administrators to implement Tier II and Tier III behavioral interventions, including BIPs and alternative placement referrals.
• Analyze discipline and climate data-including suspension rates, referral patterns, and attendance trends-to identify disparities and inform equity-focused action.
• Facilitate restorative circles, student conferences, and family re-entry meetings to support reintegration and community repair.
• Design and implement student and staff incentive programs that reinforce positive behavior, attendance, and culture goals.

B. Daily School Operations & Safety:

• Coordinate and oversee all daily operational logistics, including morning arrival, lunch, dismissal, and bus loading/unloading to ensure safe and orderly transitions.
• Develop, publish, and monitor duty assignments for morning, lunch, afternoon, and after-school coverage; ensure appropriate staffing at all times.
• Maintain and execute a school-level visibility plan with consistent administrator and staff presence in hallways, common areas, and transition points.
• Plan and conduct all required safety drills (fire, tornado, lockdown, evacuation) on schedule; maintain accurate documentation and facilitate post-drill debriefs.
• Monitor building cleanliness through regular walkthroughs; ensure the physical environment reflects school pride and belonging.
• Serve as the school''s primary coordinator for building maintenance requests, facility concerns, and space utilization

C. Supervision of Classified Support Staff:

• Provide direct supervision of custodial staff, including duty assignments, performance monitoring, and coordination with district facilities to maintain cleanliness standards.
• Supervise security personnel to ensure consistent enforcement of safety protocols, visitor management, and building access procedures.
• Provide day-to-day direction to clerical and front-office staff, supporting effective communication, recordkeeping, and family reception.
• Conduct regular check-ins with classified staff; recognize strong performance and address concerns in a timely, professional manner.

D. Attendance, Substitutes & Staff Support:

• Provide direct oversight of attendance office staff to ensure accurate student attendance recordkeeping, timely absence notifications, and consistent family outreach for chronic absenteeism.
• Monitor school-wide student attendance data to identify trends, flag chronic absenteeism by subgroup or grade level, and ensure timely referrals to counselors or support services.
• Directly support the development and monitoring of individual staff attendance improvement plans in close partnership with the Principal, including documenting concerns, setting clear expectations, and tracking progress.
• Coordinate daily substitute coverage-managing requests, verifying placements, ensuring duty assignments are covered, and confirming lesson plans are accessible.
• Generate and present regular student and staff attendance reports to the Principal and district office as required.

E. Student Support & Family Engagement:

• Serve as the school-based liaison to Student Support Services, connecting students and families to available wraparound supports.
• Coordinate student engagement programs, including mentoring initiatives, student advisory boards, and extracurricular opportunities aligned to Profile of a Graduate (PoG) outcomes.
• Lead family engagement efforts, including parent nights, communication systems, and community outreach aligned to school culture goals.
• Maintain accurate records of student behavior, intervention plans, and family communications in district-approved platforms.

F. Academic Data Analysis & Progress Monitoring:

• Collect, disaggregate, and analyze academic performance data, including ACT, ATLAS literacy and math scores, interim assessments, AP pass rates, and graduation readiness indicators.
• Facilitate data inquiry cycles with instructional teams to identify learning gaps, monitor progress toward proficiency targets, and adjust interventions accordingly.
• Maintain a school-level academic dashboard tracking performance trends by content area, subgroup, grade level, and teacher.
• Coordinate the administration and use of universal screeners and benchmark assessments aligned to the district''s assessment calendar.
• Produce and present academic data summaries to the Principal, instructional leadership team, and SIP planning processes.

G. Tiered Academic Intervention Coordination:

• Design, coordinate, and monitor the school''s tiered academic intervention system (Tier I, II, and III) in ELA and mathematics, aligned to HQIM and district curriculum frameworks.
• Identify students needing targeted or intensive academic support based on screening data and teacher referrals; ensure timely placement and progress monitoring within each tier.
• Coordinate supplemental and tutoring programs, including scheduling, staffing, student placement, and outcome tracking.
• Collaborate with special education staff and counselors to integrate academic interventions with IEPs, 504 plans, and ELL supports.
• Monitor student response to intervention and facilitate family communication regarding placement, goals, and progress.

H. Curriculum, Instruction & Assessment Support;

• Serve as a school-based resource for content alignment, ensuring instructional materials, unit plans, and assessments are aligned to Arkansas state standards and district curriculum frameworks.
• Partner with department and instructional leaders to facilitate PLCs focused on student work analysis, instructional planning, and lesson calibration.
• Coordinate school-level professional development aligned to identified instructional needs and SIP academic goals.
• Support implementation of the Arkansas LEARNS Act literacy and numeracy requirements, including proficiency benchmarks and early intervention protocols

I. School Improvement & Post-Secondary Readiness:

• Contribute to SIP development and implementation, taking shared ownership of both culture/operations and academic achievement goal areas.
• Track student progress toward ACT benchmarks, AP enrollment and pass rates, and credit attainment aligned to on-track-to-graduate indicators.
• Support coordination of dual-enrollment, AP/Pre-AP, and other accelerated learning opportunities aligned to post-secondary readiness.
• Collaborate with counselors and CTE coordinators to ensure students in Tier II/III intervention have clear academic pathways aligned to graduation and career goals.

J. Leadership & Collaboration:

• Serve as an active member of the School Improvement Team (SIT/SBIT), contributing data across both focus areas to SIP planning cycles.
• Participate in Network 1 team meetings, professional development sessions, and district-level convenings as required.
• Maintain ongoing communication with the Assistant Superintendent regarding school climate trends, academic progress, operational concerns, and network targets.
• Model and reinforce the district''s CONNECT Framework and the values of Conscious Accountability in all professional interactions.

Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the incumbent will possess the abilities or aptitudes to perform each duty successfully. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

Mental Functions, Physical Requirements, and Working Conditions:

While performing the duties of this job, the employee is regularly required to sit, stand, walk, go up and down stairs, operate foot and hand controls, use a telephone and write. Occasionally the employee must lift and/or move up to twenty (20) or more pounds. This position requires accurate perceiving of sound, near and far vision, depth perception, handling and working with educational materials and/or objects, and providing oral information. Must have the ability to work for the duration of the daily contracted time period, and to be physically present and at assigned work, with only infrequent unexcused absences, during the contract year. Additional technical skills, knowledge, and abilities may be recommended by immediate supervisor and approved by the Human Resources Director.