Success Coach

Purpose of Position The Student Success Coach will play a critical role in reducing school-based and community violence through direct student engagement, mentorship and evidence-based intervention programming. This position requires daily presence at an assigned Memphis Shelby County School and intensive case management for a caseload of at least 30 students identified as high risk for gang involvement or behavioral concerns. Essential Functions: Violence Intervention & Prevention Provide daily on-site mentorship and structured group counseling to assigned students. Deliver evidence-based interventions during and after school using Life Skills Curriculum or a similar model. Implement universal prevention programming in collaboration with school staff. Implement restorative practices and conflict resolution strategies as alternatives to suspension or discipline. Case Management & Support Manage a caseload of at least 30 students using a “backpack” approach tailored to each student's needs. Support students and families through resource connection, crisis response, and behavior coaching. Support students in re‑engaging after absences, suspensions, or other disruptions. Maintain accurate documentation and meet weekly reporting deadlines. Attend weekly check-in meetings with direct supervisor and program partners. Collaboration & School Engagement Serve as the designated liaison to school‑based stakeholder groups. Participate in school safety planning efforts and help foster open communication among staff and students. Compliance & Program Delivery Log daily attendance using the Raptor System. Follow MSCS confidentiality guidelines and ensure equitable service delivery for all students. Maintain flexible hours to support student needs and program schedules. Participate in ongoing training related to trauma‑informed care, restorative practices, and youth development. YMCA Leadership Competencies Mission Advancement: Reinforces the Y’s values within the organization and the community. Effectively communicates the benefits and impact of the Y’s efforts for all stakeholders. Collaboration: Builds and nurtures strategic relationships to enhance support for the Y. Serves as a community leader building collaborations based on trust and credibility to advance the Y’s mission and goals. Communicates for influence to attain buy‑in and support of goals. Provides tools and resources for the development of others. Operational Effectiveness: Integrates multiple thinking processes to make decisions. Involves staff at all levels in the development of programs and activities. Ensures execution of plans. es and financial controls. Assigns clear accountability and ensures continuous improvement. Personal Growth: Fosters a learning environment embracing diverse abilities and approaches. Creates a sense of urgency and positive tension to support change. Has the functional and technical knowledge and skills required to perform well; uses best practices and demonstrates up‑to‑date knowledge and skills in technology. Behavioral Characteristics: Welcoming, Nurturing, Determined, Hopeful, and Genuine. Qualifications, Knowledge, Skills & Abilities High school diploma or GED required; college coursework in social work, criminal justice, education, or youth development preferred. Minimum 3 years of experience working with high‑risk youth, violence intervention, reentry support, or mentorship. Demonstrated ability to relate to and engage youth from underserved or marginalized communities. Preferred, but not required someone with lived experience with justice involvement or street/gang life, now committed to youth development and positive change. Training and/or certification in Life Skills Curriculum or similar evidence‑based model (or willingness to complete training). Valid Driver’s License, background clearance, and required documentation (certificate of training). Must complete MSCS fingerprinting/background check and mandatory training. Work Schedule Full‑time: Up to 8 hours/day, 5 days/week. Flexible hours depending on school/student needs. May require some evenings and weekends. May rotate between school sites as required. Primarily school site based work. Work Environment and Physical Demands 1. Climbing, sitting, standing, pushing, walking, kneeling, and stooping. 2. Some Exposure to the outdoor elements. 3. Exposure to electrical/mechanical mechanisms. 4. Exposure to some chemical elements. 5. Ability to lift up to 50 pounds. #J-18808-Ljbffr