Family and Community Engagement Facilitator

Family & Community Engagement Facilitator

This is a grant-funded, non-tenured position. Continued employment under the terms of this grant is continued upon continued funding.

The Family and Community Engagement (FACE) Facilitator position exists to provide project and partnership coordination, advocacy, and support to the GRPS Strategic Plan by working collaboratively with GRPS staff and serving as a liaison with other community stakeholders interested in supporting efforts of caregiver education, family engagement, empowerment, and leadership to improve scholar outcomes in schools. This position reports to the Family and Community Engagement Supervisor at GRPS.

Qualifications

Required Education and Experience:

• Bachelor's degree in education, counseling, non-profit, or related field.
• Minimum of three years' experience working in an urban educational setting.

Knowledge, Skills, and Abilities:

• Detail-oriented with strong coordination and program management experience.
• Excellent computer skills.
• Bilingual strongly preferred.
• Demonstrated ability to communicate with a diverse set of individuals and organizations in a respectful and culturally competent manner.
• Demonstrated success working in a diverse environment.
• Ability to adhere to a plan while remaining flexible and adaptive in a fast-paced environment.
• Strong problem-solving ability.
• Knowledge of effective family and community engagement strategies.
• Knowledge of effective DEI policies that promote the representation and participation of diverse groups of individuals, including people of different ages, races and ethnicities, abilities and disabilities, genders, religions, cultures, and sexual orientations.
• Demonstrated ability to work collaboratively within a team.
• Strong written communication skills across a variety of formats: business emails, status reports, caregiver communications, and clear, user-friendly reporting.
• Demonstrated skills in data collection and analysis.
• Demonstrated ability to communicate with a diverse set of individuals and organizations in a respectful and culturally competent manner.
• Demonstrated respect for confidentiality and professionalism.

Essential Job Functions

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Support and communicate with community partners and associations in a timely manner including attending regularly scheduled meetings.
• Coordinate planning and implementation of program components needed to meet Family and Community Engagement office goals/initiatives including work plans, documentation, schedules, and progress tracking.
• Support in the design, documentation, and implementation process for ensuring effective interactions with caregiver/teacher/community councils while working collaboratively with building leaders, teachers, and support staff.
• Support the implementation, creation, and facilitation of in-person or virtual Parent University courses, including on-going communication with governing groups and course facilitators.
• Work closely with schools to utilize, support, and promote Parent University to GRPS caregivers and families.
• Support and represent GRPS during community engagement events, fairs, festivals, and other community-based events.
• Monitor, update, and respond to FACE social media and departmental communications.
• Support, implement, and facilitate building based family engagement within GRPS schools.
• Participate in on-going professional development.
• Participate in office planning, design, and implementation oversight process with internal and external stakeholders.
• Deliver timely reporting on impact of initiatives as measured by family attendance and other agreed upon indicators of progress toward goals.
• Consistently demonstrate dependable attendance and punctuality.
• Perform other duties as assigned and as allowed by grant funding

ADA Requirements

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands The work is medium work which requires exerting up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.

Work Environment The noise level in the work environment is usually loud to moderate. Most work is indoors but outdoor work may be required.

Mental Functions While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination/Accommodation Assistance The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status. Assistance with the application process may be requested through the Human Resources Department.