Job Description: High School MTSS & Dropout Prevention Coach
MINIMUM TRAINING AND EXPERIENCE
Prior teaching experience and currently or able to be certified in a content area(s) in the State of North Carolina.
Reports To: School Principal
Roles and Responsibilities:
The primary goal of this position is to support all of our students with on-time graduation and school engagement by reducing problems that interfere with a student's school adjustment and progress. This person shall engage in this work by performing the following duties and responsibilities:
Data Evaluation |
Assist PLCs with identifying at risk students and developing strategies to increase school involvement, reduce pupil alienation, and increase school engagement. Collect, interpret, and evaluate data to align school-wide and student-specific dropout prevention strategies to areas of need.
|
Collaborate with Stakeholders |
Assist identified students with course selection and collaborate with school counselors and career development coordinators to review student plans for graduation along with postsecondary placement using available resources, including but not limited to CFNC and NCCareers.org. Collaborate with families to assist with understanding of high school, Powerschool, LMS, access to grade reporting, and postsecondary planning resources, including but not limited to CFNC and NCCareers.org. Participate in scheduled collaborative meetings with the District MTSS Coordinator and act as a liaison between the District MTSS Coordinator and school.
|
Provide Intervention Support |
Implement a variety of evidence-based drop-out prevention strategies with individuals and small groups of students. Assist the school in providing supplemental instructional support in areas of need as demonstrated by students. Meet with students to provide technical assistance with Powerschool and LMS as well as to review grades and missing assignments.
|
Enhance Existing Systems |
Lead the school MTSS teams to design and document an intervention protocol for students at-risk for dropping out, as well as a school wide intervention system. Monitor the implementation fidelity of interventions during school intervention time. Facilitate preventive discipline procedures which improve staff’s abilities to manage pupil behavior. Ensure mentorship opportunities, motivational interviewing strategies, mental health support and wraparound supports are in place for identified students. Provide staff development for teachers, other school personnel, parents, and students regarding dropout prevention plans and successful programs or strategies that meet the needs of at-risk students.
|
Other |
| |
MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES
Physical Requirements: Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak in English to convey or exchange information. Includes giving instructions, assignments and/or directions.
Language Ability: Requires the ability to read a variety of correspondence, etc., in English and requires the ability to prepare routine and technical documents. Requires ability to write, using standard conventions, in English.
Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic or schedule form.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions in English and Spanish. Must be able to communicate effectively and efficiently in standard English and Spanish.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, trigonometry and geometry.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using adaptive equipment.
Manual Dexterity: Requires the ability to form numerous signs, etc. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress. Must b e sensitive to cultural differences among individuals and groups of persons.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Masterful knowledge of dropout prevention strategies, school connectedness, and best practices
Ability to manage multiple projects and tasks simultaneously
Highly developed professional development and communication skills
Excellent oral and written communication skills
Considerable human relations and human development skills
Demonstrated ability in coaching and mentoring adult learners
Ability to exercise considerable tact and courtesy in frequent contact with stakeholders
Ability to establish and maintain effective working relationships
Ability to work without close supervision and is self-motivated
Demonstrates reliability, integrity, and adaptability
EVALUATION
Evaluated by the school principal using the Teacher Leadership rubric
TERMS OF EMPLOYMENT
Full-time for 10 months
Salary based on teacher state and local salary schedules
DISCLAIMER
The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.
