What are the responsibilities and job description for the JAG Multi-Year Program Specialist position at Alabama State Department of Education?
Multi-Year Program Specialist
Job Description
The JAG Multi-Year Specialist takes personal responsibility for ensuring that 35-45 high school students who are at risk of dropping out of school and/or failing to successfully transition into the workplace achieve expected outcomes, including graduation and placement into postsecondary education, the workforce and/or the military. To achieve the expected outcomes, the JAG Specialist will provide targeted youth with employability and life survival skills through classroom instruction based on JAG’s high school competencies (37 to 81 depending on the number of years of enrollment in the Multi-Year Program), guidance/counseling, academic remediation, work-based learning experiences, summer activities, postsecondary, and career advisement and provides a twelve-month follow up period following graduation. This position is a nine-month position (full time or part time) dedicated 100 percent to the implementation of the JAG Model and responsible for delivering the JAG High School Curriculum. The Specialist is responsible for reinforcing the competency-based lessons during other periods of time in which students and graduates are engaged in the JAG Multi-Year Program.
Students in the Multi-Year Program, targeted for classroom participation, will be those deemed to have a high degree of difficulty in being promoted to the next grade, achieving a successful transition in high school, unclear about high school graduation, postsecondary planning, careers and/or making a successful transition from school to future opportunities.
The goals are:
- Assure students are moving through the system and are receiving support to graduate from high school and move into postsecondary education, employment and/or military post-graduation.
- Create a sustainable system of supports throughout the local community for students through graduation and one year of follow-up services and targeted outcomes.
- Assure high levels of accountability for student success and services provided to all students through the e-NDMS data management system.
- To achieve expected state and national performance outcomes by providing students with the following opportunities: employability skills, guidance/counseling, academic remediation, career and postsecondary planning, and a twelve-month follow-up period.
Core Competencies
The Specialist should possess the following Core Competencies:
Leadership
- Set a positive example
- Coach others to create, enhance or maintain effective performance
- Build quality and consistent relationships with students, faculty and business leaders
Planning
- Demonstrates ability to plan and prioritize
- Assist the Teacher of Record in understanding the deficiencies of the students with regards to the JAG competencies.
Customer Focus
- Exhibits a genuine focus on at-risk youth
- Meets or exceeds customer expectations
- Uses e-NDMS daily to record student data and to be accountable for program outcomes
- Understands customer needs and priorities
- Provides timely service
- Resolves issues and conflicts with difficult customers or partners
Quality Orientation
- Uses and analyzes data to establish a course of action for continual performance improvement
- Eliminates duplicity
- Demonstrates a commitment to quality and consistently produces a high (level of) output
- Recognizes quality problems and takes appropriate action to improve quality outcomes
- Aims to get it right the first time
- Thoroughly completes tasks with quality and attention to detail
- Regularly checks and follows Operating Standards/Processes and Procedures
- Meets established department productivity standards without reducing quality
Time Management
- Meets established deadlines
- Coordinates work activities to maximize efficiency and effectiveness
- Keeps socializing from interfering with own and other team members performance
- Works overtime as needed
- Manages time off effectively
- Demonstrates good attendance practices, reports to work on time, is punctual when returning from breaks
- Adapts to changing priorities
Accountability
- Assumes responsibility for tasks
- Takes initiative to seek new assignments when primary job is completed
- Regularly meets established deadlines
- Demonstrates company attendance policy and practices
Innovation
- Establishes a process for engaging community leaders and businesses in local activities and providing opportunities for students.
- Utilizes PBL best practices to fully engage all students in the program
- Recommends solutions for continual program and/or organizational improvement
- Volunteers new ideas, actions to achieve goals, and time and effort needed to achieve results.
Continuous Improvement
- Eliminates barriers in the flow of new ideas
- Demonstrates a willingness to change, i.e. use new tools and techniques
- Contributes suggestions to do things more effectively and efficiently
- Participates in continuous improvement initiatives
- Participates in Professional Development
Oral Communication
- Actively participates in conversations
- Adapts own style to suite different circumstances
- Encourages contributions from all meeting participants
- Ensures appropriate people are informed of progress or critical information
- Uses appropriate medium to deliver information or respond to requests
- Demonstrates cultural sensitivity
- Effective within and across work groups
- Reinforces company messages including strategy, values and behavior
Knowledgeable
- Demonstrates appropriate skills for the JAG Multi-Year Specialist position
- Keeps up to date with developments in technical, professional field
- Learns new tasks well by listening, questioning and trying the new task
- Works to expand job knowledge and skills
- Is aware of key stages in the business process and how each function contributes and establishes a cost-effective program
- Understands the commercial pressures for increasing productivity and continuous improvement
Teamwork
- Promotes and maintains positive work environment to promote team member confidence
- Treats team members with respect
- Works productively with others and builds on ideas to achieve organizational and individual objectives
- Implements agreed upon initiatives
- Participates constructively in team meetings
- Seeks out new challenges for team members
Primary Job Responsibilities
- Establishes a positive and on-going supportive relationship with students, families, principals, administrators and school faculty to support students in the JAG Multi-Year Program.
- Collaborates with school counselors, advisors, community resources, and teachers to support and reinforce the curriculum and to consistently build support for academic success, career exploration, goal setting, leadership development, college planning, personal counseling, either directly or through linkages in the community to assist in overcoming barriers to graduation and/or success in the workplace.
- Analyzes student data and barriers and confers with the JAG advisory committee (or School Success Team) to identify and develop a pool of qualified students in need of intensive academic support such as tutoring, extended learning, mentoring, and counseling. Students with multiple barriers to success will be candidates for the program.
- Deliver the curriculum for the targeted 35-45 students in grades 11 and 12; ensure they receive competency in the 37 core competencies through classroom instruction and Project Based Learning, and as many of the 87 total high school competencies during their high school participation in the JAG program.
- Administer testing including JAG pre-/post-tests to students in the classroom and document results in the data management system (e-NDMS).
- Monitor basic skills improvement (TABE or CASAS); provides academic support and remediation including; access to tutoring, study skills, credit recovery to show gains as students’ progress toward graduation.
- Develop, implement and update monthly individualized development plan (IDP) with all students on the program roster.
- Monitors the attendance, credits needed for graduation, college prep course selection, enrollment in AP and dual credit courses.
- Serves as a student advocate when collaborating with school staff in developing intervention plans for struggling students and assists in implementing/referring interventions as appropriate.
- Advocates for the program and creates an employer marketing plan to develop a pool of effective community support resources by working with employers, parents, civic groups, and community leaders to build awareness of and support for this unique program; develop service learning projects, creates a pool of classroom speakers, participates in public relations activities, attends meetings and speaks to community groups.
- Conducts parent/family outreach and education activities to the students to strengthen family/school partnerships and facilitate career exploration, college selection and financial planning.
- Builds appreciation for teamwork among students, sense of belonging and commitment to service learning among students by organizing and serving as advisor to the Career Association; create opportunities through hands-on activities, guest speakers and workshops; and organize civic and social development opportunities.
- Collaborates in supporting a smooth transition between grades; partners closely with other JAG Specialists to support students through continued participation in high school classrooms as appropriate.
- Provides supportive services to program participants for the 12-month follow-up period post-high school graduation to ensure successful transition to postsecondary education, employment and/or military. If students are non-graduates, JAG Specialists will provide support services to these students to ensure attainment of diploma or GED during the follow-up period. Employers and/or postsecondary advisors are to be contacted 6 times during the 12-month follow-up period to ensure accuracy of data and continued student support.
- Complies with all documentation requirements from JAG Manager in a timely fashion including student contacts and activities, employer and community organization contacts, and other groups; develops and maintains a well-organized filing and retrieval system for the class. Utilizes e-NDMS for developing student rosters for the classroom.
- Provides opportunities for student and graduate activity and engagement throughout the summer, documenting activities using e-NDMS.
- Participates in staff, district, and statewide meetings, and staff development activities within the building, district and statewide as appropriate.
Additional Responsibilities
- Perform various school-related functions such as lunch duty; work closely with the school administrator to limit non-JAG Model assignments.
- Connect the full cohort of students to and/or organize and lead field trips to higher education institutions, business and industry, and other community-based activities and events.
- Complete special projects and duties as assigned.
Job Qualifications
- Bachelor’s degree in social service, counseling, business, education, or a related discipline is preferred. Equivalent combination of training, education, and experience may be considered.
- Experience working with students and a knowledge of child development issues
- Experience in secondary and/or postsecondary education settings.
- Skills in human relations, leadership, supervision, and motivational techniques.
- Ability and interest to work 9 months per year.
- Ability to work independently while managing multiple priorities.
- Ability to establish appropriate boundaries while developing and nurturing supportive relationships with students.
- Ability to educate a variety of constituencies and interested parties about the program by developing ongoing relationships and making formal presentations.
- Ability to support curriculum instruction, projects and/or other educational opportunities consistent with the goals of the program.
- Working knowledge of basic computer applications such as word processing, Excel, and electronic data tracking, using the Internet-based Electronic National Data Management System (e-NDMS).
Resources
- The JAG Specialist Handbook (Jobs for America’s Graduates: Alexandria, VA)
- The JAG Career Association Handbook (Jobs for America’s Graduates: Alexandria, VA)
JAG Competencies—High School Programs
Career Development Competencies include the development of awareness on the part of the student of individual special aptitudes, abilities, interests, life goals and desired lifestyles. The curriculum also includes information about the world of work, various occupations and career paths. Young people's perceptions of themselves and of the world are often quite vague and unrealistic. Their ambitions and goals also frequently change. However, the more knowledge they have of themselves and of the world of work, the more accurate and realistic will be their occupational decisions.
- Career Development Competencies
A.1 Identify occupational interests, aptitudes and abilities
A.2 Relate interests, aptitudes and abilities to appropriate occupations
A.3 Identify desired life style and relate to selected occupations
A.4 Develop a career path for a selected occupation
A.5 Select an immediate job goal
A.6 Describe the conditions and specifications of the job goal
Job Attainment Competencies are those skills and abilities that are important to job development and placement. The numerous requirements for a successful job search are not usually part of high school course offerings, and this intensive training may be the student's first exposure to job acquisition skills.
- Job Attainment Competencies
B.7 Construct a resume
B.8 Conduct a job search
B.9 Develop a letter of application
B.10 Use the telephone to arrange an interview
B.11 Complete application forms
B.12 Complete employment tests
B.13 Complete a job interview
Job Survival Competencies include those competencies required for success on-the-job. Many young people feel a reduced need for world-of-work activities once a job is attained. This cluster allows young people to develop realistic survival skills for dealing with the day-to-day work environment.
- Job Survival Competencies
C.14 Demonstrate appropriate appearance
C.15 Understand what employers expect of employees
C.16 Identify problems of new employees
C.17 Demonstrate time management
C.18 Follow directions
C.19 Practice effective human relations
C.20 Appropriately quit a job
Basic Competencies develop skills critical to success both on-the-job and in everyday life. To succeed in our society, everyone must possess basic skills.
- Basic Competencies
D.21 Comprehend verbal communications
D.22 Comprehend written communications
D.23 Communicate in writing
D.24 Communicate verbally
D.25 Perform mathematical calculations
Leadership and Self-Development Competencies enable students to function effectively in team and group projects and activities on the job or in an organizational context. Due to a more empowered workforce, employees are becoming more interdependent and less independent.
- Leadership and Self Development Competencies
E.26 Demonstrate team membership
E.27 Demonstrate team leadership
E.28 Deliver presentations to a group
E.29 Compete successfully with peers
E.30 Demonstrate commitment to an organization
Personal Skills Competencies encourage awareness of personal decisions, the need for assuming responsibility for one's actions and decisions, and how these decisions affect future employment potential and life satisfaction. Prospective employers repeatedly cite attitudinal problems as a reason for job failures of youth on-the-job. Implementation of these competencies designed to instill self-confidence and build self-esteem would be advantageous to the success of any young person's future.
- Personal Skills Competencies
F.31 Understand types of maturity
F.32 Identify a self-value system and how it affects life
F.33 Base decisions on values and goals
F.34 Identify process of decision making
F.35 Demonstrate ability to assume responsibility for actions and decisions
F.36 Demonstrate a positive attitude
F.37 Develop healthy self-concept for home, school and work
Life Survival Skills Competencies are essential for learners in their day-to-day roles as citizens, family members, employees, members of a group, leaders or followers.
- Life Survival Skills Competencies
G.38 Evaluate a career plan to determine appropriate postsecondary educational options
G.39 Identify how best to achieve market able occupation skills for an entry level job
G.40 Conduct a job analysis
G.41 Apply critical thinking skills
G.42 Demonstrate effective study skills
G.43 Demonstrate how to use group dynamics techniques
G.44 Explain the roles and function of a value-added organization
G.45 Understand the essential elements of high performing work teams
G.46 Describe how to work and communicate with diverse people at work and in the community to satisfy their expectations
G.47 Demonstrate techniques for building commitment by others
G.48 Demonstrate an openness to change.
G.49 Provide constructive feedback
G.50 Negotiate solutions to conflicts
G.51 Demonstrate politeness and civility
G.52 Demonstrate an ability to adapt to people and situations
G.53 Exhibit work ethics and behaviors essential to success
G.54 Set and prioritize goals and establish a timeline for achieving them
G.55 Apply the problem-solving process to complex problems
G.56 Demonstrate an ability to analyze the strengths and weaknesses of self and others
G.57 Design and justify solutions by tracking and evaluating results
G.58 Identify ways to build mutual trust and respect
G.59 Prepare a short- and long-term personal budget
- Work Place Competencies includes those competencies that are expected of successful and productive employees.
H.60 Demonstrate punctuality and good attendance practices.
H.61 Demonstrate initiative and proactivity.
H.62 Demonstrate how to work effectively with others.
H.63 Demonstrate an attitude that attracts the attention of management.
H.64 Demonstrate an ability to communicate and work with customers to satisfy their expectations.
H.65 Demonstrate listening skills which will result in gaining a clear understanding of information being conveyed.
H.66 Demonstrate an ability to follow and give directions.
H.67 Demonstrate good reasoning skills which result in thinking first, then taking action.
H.68 Demonstrate integrity and honesty in dealings with internal and external customers.
H.69 Demonstrate a willingness to accept responsibility for one’s own actions.
H.70 Demonstrate a commitment in completing work assignments accurately and in a timely fashion.
H.71 Demonstrate an ability to satisfy the purposes of a delegated task.
H.72 Demonstrate an ability to prioritize and manage time effectively in the workplace.
H.73 Demonstrate enthusiasm for work.
H.74 Demonstrate an eagerness to learn new responsibilities or improve current responsibilities.
H.75 Demonstrate an understanding of the work to be accomplished.
H.76 Demonstrate familiarity with a variety of technologies.
H.77 Demonstrate an ability to self-evaluate and develop a continuous improvement (career development) plan.
H.78 Demonstrate basic computer operation skills.
H.79 Demonstrate an ability to learn from past experiences and from others.
H.80 Demonstrate an ability to send, receive and organize e-mail messages.
H.81 Demonstrate an ability to search for information on the Internet.
