Early College Pathways Student Experience Coordinator SY24-25

The Early College Pathways Student Experience Coordinator is responsible for the day to day academic support of any student enrolled in Charlestown High School's Early College and C-Town Career Pathways programs. The Coordinator is responsible for building student and family relationships, ensuring students are supported both in their classes at CHS and at their college classes, and ensuring students are developing plans for life after CHS. This position will work collaboratively with the Early College Teachers and Staff as well as the full CHS faculty.

The Pathways Student Experience Coordinator is responsible for developing strong student and family relationships to support and guide students through their Early College experience. Working collaboratively with school staff, college staff, and coordinating with industry partners, the Pathways Student Experience Coordinator will provide the hands-on guidance and engagement needed to ensure students are starting a path that they are interested in and staying engaged throughout their high school career. We will know this position is effective if students' access to Early College programming as well as student retention in the program, year over year, increases.

The Pathways Student Experience Coordinator will implement a comprehensive and developmental post-secondary learning program for Early College students that includes developmentally and culturally appropriate opportunities for students in grades 7-12. Through individual and small group meetings as well as classroom workshops, the CFEC will help students develop the skills to successfully navigate their early-college experience, to identify resources at each institution, set and reach goals, provide social/emotional supports, and assist students in finding academic success. The CFEC will work with C-Town Pathways teachers and whole school staff to ensure that post-secondary opportunities are integrated into program development and existing curricula, and participate in Pathways events.

As C-Town expands its Early College programming in SY2024-2025, the Student Experience Coordinator will serve as the high school's point person as CHS builds a YEAR 13 program in partnership with BPS and Bunker Hill Community College.

Specific Functions: The Pathways Student Experience Coordinator is responsible for:

• Coordinate all activities related to college course-taking by students in the CHS Career Pathways and Early College programs. This includes, but is not limited to registration, assessment, course withdrawal, and ongoing support to students, their parents/guardians, and to other CHS staff in a timely fashion.
• Meet individually and in small groups with students to provide academic and social/emotional support for CHS and BHCC coursework. Assist in coordinating tutoring or other academic support as needed with a post-secondary partner.
• Coordinate with post-secondary and community partners to plan, develop and implement a 6-year sequence of post-secondary learning activities for Early College students designed to prepare students for current and future success, increase dual-enrollment access and completion, and explore post-secondary options for all students.
• Support the integration of MyCAP activities between 7-12th grades and development of activities as necessary and incorporate district level platforms such as Naviance.
• Collaborate with post-secondary partners to implement orientation programs for current and future students and parents, outlining expectations, procedures, policies, and criteria for the students' successful completion of the college coursework.
• Collaborate with Family Liaison to design multiple opportunities for family engagement and voice, and to create a community environment where students are acknowledged, celebrated, and feel a part of something special and unique.
• Establish monitoring and feedback systems to ensure positive learning experiences for students while enrolled in dual-enrollment coursework and provide individualized feedback to students.
• Collaborate with Pathways Student Experience Coordinator to connect students to career exploration and learning opportunities that include but are not limited to job shadows, internships, field trips, and workshops.
• Facilitate with college partner faculty and staff to develop and implement programs that support early college goals and connection to college partners (e.g. college course experiences for high school students, college speakers, trips to college offices, non academic events connected to the college).
• Coordinate with 12th grade counselor and CHS partners to support students in the post-secondary planning process
• Collaborate with the full Early College team in developing pathways and entry points for students starting in grades 7 and 8, as well as students who are historically underrepresented in Early College.
• Creatively design on-ramps and entry-points for students who do not fit the traditional scope and sequence of Early College Programming (for ex. Identifying dual enrollment opportunities to fit individual need)
• Serve as point-person and primary support for pilot cohort of CHS YEAR 13 students matriculating at Bunker Hill Community College. Provide and coordinate services and support for these students in partnership with staff at BHCC and BPS.
• Actively participate in the planning and implementation of 7-8th grade Early College programming roll out.
• Meet bi-weekly with CHS Director of Early College and Career Pathways to discuss student enrollment, recruitment strategies, student support needs, and deliverables.
• Attend CHS, BPS, DESE and other meetings and events, and serve on committees as needed.
• Assist with the communication and support of alumni.

To be successful in the role, candidates must have knowledge of the following:

• Familiarity with a variety of age appropriate guidance, counseling and behavior management strategies that reflect current research on best practices and Understanding of human growth and development patterns and learning theory
• Career technical education, Innovation Pathways, Early College policies and frameworks
• Diverse academic, socio-economic, cultural, ethnic, and educational backgrounds of District students
• Dual Enrollment and Early College policies and frameworks locally and nationally.
• Understanding of industry outlooks with regards to Early College pathway focus (IT, Business, Health).
• Interpersonal skills using tact, patience, and courtesy
• Computer software, hardware, and related technology

To be successful in the role, candidates must be able to:

• Communicate with students and adults of diverse backgrounds, and ability to build relationships with students and families.
• Establish and maintain positive relationships with CHS teachers and faculty, district personnel, and community-based organizations.
• Work collaboratively and think creatively within a team
• Understand how to use various career programs: Ex: Naviance, College Board, etc.
• Demonstrates knowledge of students' developmental levels by providing differentiated l support that enable all students to progress toward intended outcomes
• Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.
• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self awareness and commitment to continuous learning and development.

Key deliverables and goals for this position include:

• Design a strategy to develop and sustain successful student experiences in college level courses while in high school, starting in grade 7.
• Design a strategy that creates a positive student and family experience in the Early College program.
• Implement a developmental college and career readiness scope and sequence that begins in middle school that aligns with and utilizes MyCAP and Naviance.
• Improve academic growth for students with disabilities and English language learners.
• Increase the number of students that are on track to graduate high school with transferable college credits.
• Increase the number of students successfully completing college coursework each semester
• Create additional on-ramps for students to access Early College Programming

Qualifications-Required:

• Bachelor's degree required, Master's degree preferred particularly in Social Work, Psychology, or Counseling
• Minimum of 3 years of relevant work experience in student support and working in an urban setting
• Strong commitment to CHS mission, values, and educational model
• Desire to be part of a multilingual community and to meet the challenges this poses
• Experience working in urban and diverse school environments
• Ability to collaborate, work well under pressure, and maintain a sense of humor and humility
• Impeccable ethics
• Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with diverse students, faculty, partners, and families
• Excellent written and oral communication skills
• City of Boston residency
• Current authorization to work in the United States- must have authorization by first day of employment
• Bilingual candidate in English and Spanish language preferred

TERMS: Managerial Tier B . This position is subject to the City of Boston residency requirement.
Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

NOTE: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223 day work-year will include the 180 days in which school is in session, and the additional days will be determined by the employee and the principal or headmaster of the school. School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.