Graduation Coach na Troup County Schools

Job Title: Graduation Coach

Division:  Curriculum and Instruction

CPI Code:   398           

Salary Schedule:  Teacher Salary Scale

Eff Date:  12/02/24

FSLA:  Exempt

Reports to:  Principal

Supervises:  Students and Support staff as directed

Work Days:  190 days

Qualifications:  

1. Holds a minimum of a Bachelor’s Degree from an accredited institution of higher learning.

2. Georgia Professional Standards Commission certification in teaching.

3. At least three years of successful teaching experience.  

4. Successful experiences working with secondary at-risk students.

Performance Duties & Responsibilities:

• Utilize the components of a profile of characteristics of potential dropouts developed by the 

GADOE  to identify high school students with the high probability of not graduating; 

• Collaborate with feeder middle school(s) to utilize the components of a profile of 

characteristics of potential dropouts developed by the GADOE to identify middle school  

students with the high probability of not graduating; 

• Employ the GADOE School Improvement Data Utilization Guide to identify students

scoring within a band of 5% above and 5% below proficiency levels (“bubble students”); 

• Employ the GADOE School Improvement Data Utilization Guide to identify students 

scoring significantly below proficiency levels;

• Conduct an analysis that focuses on data for individual students and subgroups such as 

State Standardized Tests and National Standardized Tests.

• Local Records: attendance records, behavior records, records of teacher conferences, records

of parent conferences, records of student conferences, SST meeting minutes, grade retention 

records, and records of credits earned;

• Develop and implement individual intervention strategies to increase the likelihood that

these students will stay in school and graduate; 

• Work with students to develop a graduation and achievement plan to include the best

program to meet academic and post-secondary goals; 

• Coordinate a transition program for 9th graders to successfully adapt to rigor of high school;

• Develop a “Graduation Team” for each identified student that minimally includes an

administrator, two teachers, a counselor and/or school social worker or a representative 

from a local support or mentoring agency;

• Connect individual students and their parents with programs such as Communities In 

Schools, Georgia College 411, as well as area Technical Colleges;

• Develop a local mentoring program with business partners and connect individual students with mentors; 

• Track the progress of individual and subpopulations of students as they progress toward graduation;

• Provide training to parents of students identified as being at risk of not graduating;

• Provide training to middle school and high school teachers on support measures that work with youth identified as at risk of not graduating and the youth’s parents/guardians: 

• Work with faculty and administrators to adapt curriculum and instruction to meet the need of identified at risk students; 

• Identify and link area social agencies with youth at risk of not graduating and their  parents/guardians 

• Train middle school and high school teachers on the components of an effective “teachers as advisors” program; 

• Attend, participate, and redeliver as appropriate all required high school Graduation Coach 

training provided by the Department of Education and/or its collaborative partners;

• Develop partnerships with community organizations to support the goals of the high school graduation initiative; 

• Conduct and analyze on-going formative and summative evaluation data of program effectiveness such as:  

What interventions were most utilized in achievement plans created for each at risk student; 

Number and percent of at risk students who met part or all of their goals in their academic plan; 

Number and percent of identified at risk students in the school compared to total school population and rationale for why the number/percent is higher or lower than the state average; 

• Perform other duties as assigned by Principal or Supervisor.

Other Functions: 

Daily attendance and punctuality are required to ensure the goals of the work unit are met.

Working Environment:

The usual and customary methods of performing the job's functions require the following physical demands: 

Lifting, carrying, pushing, and/or pulling; frequent stooping, kneeling, crouching, and/or crawling. Generally, the job requires 65% walking/standing, 25% sitting and 10% lifting/carrying.

Evaluation:  The Georgia Teacher Keys Effectiveness System (TKES)

The Troup County School System provides equal employment opportunities to all employees and applicants, prohibiting discrimination or harassment based on any protected characteristic under applicable federal, state, or local laws.