After School Coordinator Differential - 9 Month School Year bei Rockford Public School District #205
Rockford Public School District #205 · Rockford, Vereinigte Staaten Von Amerika · Onsite
- Professional
- Optionales Büro in Rockford
- Position Type:
Non-Certified Support/Supervisor/Coordinator - Date Posted:
9/4/2025 - Location:
West View Elementary Additional Information: Show/Hide - Ensures that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives and parameters found in the Board’s strategic plan.
- Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job.
- Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment.
- Recruitment of families/Interest Inventory at August registration.
- Data analysis and collaboration with K-5 teachers to determine students with the greatest area of need according to various data forms such as MAP, Reading Horizons, Math screener, Dibles, Units of Study, F & P, Common Formative Assessments, etc.
- Arranges transportation, coordinating with the School Transportation Supervisor to ensure students in the program that reside further than 1.5 miles from Ellis receive busing home.
- Compliance with nutrition service regulations to ensure all students in the program receive their daily snack. The program coordinator tracks that the snack is provided for each student in attendance, and they communicate with Nutrition Services to ensure all FDA regulations are met.
- A significant portion of this role is to organize the academic/content area curriculum for all students in the areas of reading and math including implementation of best practice strategies and technology incorporation. Additionally, data is collected throughout the process and categorized into ability level groups. The progress of the After School Program groups is monitored in academic content areas, and action plans are devised. The action plans determine whether the need to continue intervention prevails, whether the student qualifies for more intensive services, or whether the need for remaining in the After School Program is obsolete and therefore the possibility of new recruitment measures shall proceed.
- The after school program coordinator communicates with families throughout the program about student discipline and in the event discipline escalates, the coordinator informs administration so that next steps can be taken.
- Works with the Rockford Park District to create a rotating schedule and to ensure the balance of enrichment. The After School Program Coordinator ensures that ability level instruction in the areas of reading and math occur daily as well as technology incorporation.
- Working knowledge of the Illinois Learning Standards for the assigned grade level and/or subject area and possess the requisite ability to evaluate the alignment of those standards to instruction and the district’s curriculum.
- Working knowledge of the Illinois Assessment Frameworks for the assigned grade level and/or subject area.
- Working knowledge of and ability to effectively use and integrate technology in the classroom setting.
- Working knowledge of a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student’s ability to read, write, speak, and listen to his or her potential within the demands of the discipline.
- Demonstrated success in modeling effective reading, writing, speaking, and listening skills during direct and indirect instructional activities.
- Demonstrated success utilizing current teaching techniques, effective strategies for differentiating instruction, and evidence-based classroom management strategies and techniques.
- Effective data-based problem-solving and team collaboration skills used to drive and inform changes in classroom instruction.
- Demonstrated success in collaborating effectively with teachers and students.
- Demonstrated a high level of professionalism with the ability to maintain confidentiality and personal flexibility in all areas.
| After School Coordinator Differential - 9 Month School Year | JobID: 22011 |
ROCKFORD PUBLIC SCHOOL DISTRICT #205
Job Description
Job Title: After School Program Coordinator
Job Code: 0002
Department: Elementary Education
Supervisor: Building Principal
Date: September 17, 2018
FLSA Status: Exempt
Stipend: $3,316.59
PURPOSE OF THE POSITION: To coordinate the After School Program via staffing teachers, curriculum design, engaging community partnerships such as the Rockford Park District and, analyzing data outcomes. The purpose of the After School Program is to have a Tier 2 Academic Intervention for students identified by multiple data forms.
SUPERVISORY RESPONSIBILITIES: None
DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. In addition to the requirements listed below, regular attendance is an essential function of this position.
QUALIFICATIONS: A Bachelor’s degree and a minimum of 3 years teaching experience.
KNOWLEDGE, SKILLS AND ABILITIES:
Benefits: This is not a benefits-eligible position.
WORKING CONDITIONS:
Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work.
OTHER:
This job description describes duties and responsibilities which are representative of the nature and level of work assigned to the position. The identified duties and responsibilities are intended only as illustrations of the various types of work that may be performed. The omission of specific duties does not exclude them from the position.
The job description does not constitute an employment agreement between the school district and employee and is subject to change by the school district as the needs of the school district and requirements of the job change.
Physical Aspects of the Position (Check all that apply)
| 1. | X | Climbing – Ascending or descending ladders, stairs, scaffolding ramps, poles and the like, using feet and legs and/or hands and arms. Body agility is emphasized. |
| 2. | X | Balancing – Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces. |
| 3. | X | Stooping – Bending body downward and forward by bending spine at the waist. |
| 4. | - | Kneeling – Bending legs at knee to come to a rest on knee or knees. |
| 5. | X | Crouching – Bending the body downward and forward by bending leg and spine. |
| 6. | - | Crawling – Moving about on hands and knees or hands and feet. |
| 7. | X | Reaching – Extending hand(s) and arm(s) in any direction. |
| 8. | X | Standing – Particularly for sustained periods of time. |
| 9. | X | Walking – Moving about on foot to accomplish tasks, particularly for long distances. |
| 10. | X | Pushing – using upper extremities to press against something with steady force order to thrust forward, downward or outward. |
| 11. | X | Pulling – Using upper extremities to exert force in order to draw, drag, haul or tug objects in a sustained motion. |
| 12. | X | Lifting – Raising objects from a lower to a higher position or moving objects horizontally from position to position. This factor is important if it occurs to a considerable degree and required the substantial use of upper extremities and back muscles. |
| 13. | X | Finger use – Picking, pinching, typing or otherwise working, primarily with the fingers rather than the whole hand or arm as in handling. |
| 14. | X | Grasping – Applying pressure to an object with the fingers or palm. |
| 15. | X | Talking - Expressing or exchanging ideas by means of spoken word. Those activities in which you must convey detailed or spoken instructions to other workers accurately, loudly or quickly. |
| 16. | X | Hearing – Perceiving the nature of sounds. Ability to receive detailed information through oral communication, and to make fine discriminations in sounds such as when making fine adjustments on machinery. |
| 17. | X | Repetitive Motions – Substantial movements (motions) of the wrist, hands, and/or fingers. |
The Physical Requirements of the Position (Check one)
| 1. | - | Sedentary Work – Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, push, pull or otherwise move objects, including the human body. Sedentary Work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. |
| 2. | X | Light Work – Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rate for Light Work. |
| 3. | - | Medium Work – Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. |
| 4. | - | Heavy Work - Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects. |
| 5. | - | Very Heavy Work – Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of force frequently, and/or in excess of 20 pounds of force constantly to move objects. |
The visual acuity requirements including color, depth perception and field of vision (Check all that apply)
| 1. | X | Machine Operations – inspection, close assembly, clerical, administration. This is a minimum standard for use with those whose work deals largely with preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading, or visual inspection. |
| 2. | - | Mechanics – Skilled tradespeople – This is a minimum standard for use with those whose work deals with machines such as power tools, lathes and drills. |
| 3. | - | Mobile Equipment – This is a minimum standard for use with those who operate cars, trucks, forklifts, cranes, and high equipment. |
| 4. | - | Other – This is a minimum standard basis on the criteria of accuracy and neatness of work for janitors, sweepers, etc. |
The Conditions the Worker will be subject to in this position (Check all that apply)
| 1. | X | The worker is subject to inside environment conditions. |
| 2. | - | The worker is subject to outside environment conditions. |
| 3. | - | The worker is subject to both environmental conditions. (Activity occurs inside and outside) |
| 4. | - | The worker is subject to extreme heat or cold for periods of greater that one hour. |
| 5. | - | The worker is subject to noise which would cause them to have to shout. |
| 6. | - | The worker is subject to hazards: Includes a variety of physical conditions, such as proximity to moving mechanical parts, electrical current, chemicals, etc. |
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