Community School Site Coordinator

JOB GOAL:


Provides for the coordination of community school efforts for the purpose of creating positive student outcomes. At its core, this position is instrumental as the point of contact inside the school to the implementation, integration, and coordination of efficient community school strategies at the site level. The Community School Site Coordinator facilitates a learning environment in partnership with school administration, school staff, students and families, and other community stakeholders that support student achievement and wellness based in the 6 key practices of CS: powerful student and family engagement, collaborative leadership, shared power and voice, expanded, culturally enriched learning opportunities, rigorous community-connected classroom instruction, culture of belonging, safety and care, and integrated systems of support. The Community School Site Coordinator must work to create a high performing Community School wherein students and families are supported, community members are connected, and successful outcomes emerge.

LRSD/City of Little Rock Program Description

The Little Rock School District and the City of Little Rock are implementing a school-based community school strategy across schools in the Little Rock School District. In addition to Community School Strategies, the evidence-based Communities In Schools (CIS) model of integrated student supports will also be implemented. The Community School Site Coordinator (CSSC) will work in partnership with school building leadership, LRSD staff, the City of LR, Communities in Schools staff, additional area CSSCs, and other stakeholders to ensure that all children and families, with particular focus on those students/families identified, in the area have access to the resources and supports needed to succeed. We are happy to currently have 8 community schools across the Little Rock School District: Chicot Elementary & Early Childhood Center, Dunbar Magnet Middle, Mabelvale Elementary, Mabelvale Middle, McDermott Elementary, Stephens Elementary, Washington Elementary and Watson Elementary.

This is a full-time position and the Community School Coordinator should expect to work weekend and evening hours as needed. The schedule will be determined in partnership with the school leadership and based on student, family, and community needs.

TERMS OF EMPLOYMENT:


Eleven (11) month (220 days) contract, Grade 108, $29,110 -$50,600 (step 12: $40,110 maximum starting salary for a new hire to LRSD in this position, subject to acceptable years of experience verification) plus Benefits Package. NOTE: Precise placement within the salary range will be determined based upon education and experience. FLSA: Non-Exempt

Reports to school principal and community school director.

QUALIFICATIONS :

1. Bachelor's degree in education, health, social work, public policy, human services, or related social sciences preferred.
2. At least two (2) years of successful experience working with urban public school systems in a professional and/or volunteer role, and/or development and implementation of youth development programs, community organizing, family engagement, and/or education policy preferred.
3. Knowledge and understanding of community school principles and national standards for success; with demonstrated experience cultivating academic partnerships for engaging learning experiences, creating integrated health and social supports, and authentically engaging families and communities for student and school success.
4. Experience developing and facilitating trainings, meetings, and/or professional development to expand the capacity of internal and external stakeholder groups.
5. Experience working in high poverty public school setting(s).
6. Experience managing multiple projects with competing priorities and the ability to oversee a cadre of staff, partners, and volunteers.
7. Ability to communicate clearly and effectively in both writing and verbally.
8. Ability to demonstrate inclusive and equitable practice in resource development using a racial equity frame to ground the work.
9. Capacity to develop effective working relationships with people from a variety of different ethnic, socioeconomic, educational, religious, sexual, and generational backgrounds to ensure the success of all children.
10. Proficiency in Microsoft Office, database systems, data analysis, as well as budget development and implementation.

Such alternatives and additions to the above qualifications may be deemed appropriate by the Superintendent. Such alternatives to the above qualifications as the Board may require.

ESSENTIAL DUTIES & RESPONSIBILITIES:


The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position.


Promotes Student Achievement

1. The CSSC will serve as a liaison between the school and external partners and be responsible for facilitating the implementation of the community school strategies at the school site. A Community School is created through a set of intentional partnerships among the school and other community stakeholders that promote student achievement (i. e., School Readiness/Attendance and Academic Success ) , positive conditions for learning ( i.e., Reducing the Use of Exclusionary Discipline Practices and Promoting Supportive School Discipline ) , and the well-being of families and communities so that schools become safe and supportive hubs in communities ( i.e., Building School and Community Partnerships ) .
2. Facilitate the development and implementation of the CIS school support plan in partnership with the School Support Team, school leadership and other staff, families, students, partners, and the community. The plan will contain a measurable CIS-specific goal that clearly helps support the achievement of at least one goal in the school improvement plan. The Coordinator will work to outline plans to ensure Tier I (School-wide), Tier II (targeted small groups), and Tier III (individual), supports are being delivered to meet needs in alignment with this goal and student goal.
3. Manage the service coordination, monitoring, and adjustment of school-based supports and services for students referred in alignment with the CIS goal. This includes conducting individual needs assessments, developing individual student support plans, systematic collection of program data, regularly monitoring, adjusting of services as needed, and documenting goal achievement to support strategy implementation and evaluation.
4. Facilitate communication, planning, and collaboration among partners and monitor partner relationships by organizing and participating in regular partner meetings and other opportunities for information sharing and relationship building that foster shared ownership and responsibility.

Promotes Positive Conditions for Learning

1. The CSSC will develop and lead a school support team composed of school staff, parents, community members, etc.
2. In partnership with the School Support Team, school leadership and staff, students and families, and the broader school community, the CSSC will coordinate the annual assessment of needs of the school and the surrounding community, develop a School Support Plan, and form school-community partnerships based on the identified needs to help eliminate barriers to academic success for students and families.
3. Coordinate and promote consistent opportunities for collaboration and nurturing of relationships between and among school leadership, faculty, staff, students, families, and partners.
4. Identify, develop, and implement opportunities for family and student leadership and community engagement within the school.

Promotes Safe and Supportive Environments

1. Cultivate new and strengthen existing school-community partnerships to leverage additional resources to address identified challenges that impact the school community in the areas of physical & mental health, family support, community engagement, academics/education, and youth development.
2. Build awareness and expand the reach of community school strategies in the identified school and surrounding community through strategic communications and community engagement efforts that work to elevate the stories and voice of the youth and families served by the school and community resources.
3. Ensure that there is a school presence in the wider community including at events, meetings, activities, and other important sites.
4. Work with school leadership to ensure that school resources and assets are available to the wider community as needed.
5. Serve as a liaison and connector for many different areas (family and community engagement, youth development, and partnerships), including active membership and participation on school-based teams.
6. The CSSC will work with the City of Little Rock's Chief Education Officer in identifying community partnerships that will assist in meeting the identified needs in the school and surrounding community.

Requirements are representative of minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the incumbent will possess the abilities or aptitudes to perform each duty successfully. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

Mental Functions, Physical Requirements, and Working Conditions:


While performing the duties of this job, the employee is regularly required to sit, stand, walk, go up and down stairs, operate foot and hand controls, and use a telephone and write. Occasionally the employee must lift and/or move up to twenty (20) or more pounds. This position requires accurate perceiving of sound, near and far vision, depth perception, handling and working with educational materials and/or objects, and providing oral information. Must have the ability to work for the duration of the daily contracted time period, and to be physically present and at assigned work, with only infrequent unexcused absences, during the contract year. Additional technical skills, knowledge, and abilities may be recommended by immediate supervisor and approved by the Human Resources Director.