Transition Coach (6102 FedP)

TITLE: Transition Coach          

LOCATION:  Frontier Middle School    

REPORTS TO: Principal/Associate Principal(s)  

DEPARTMENT: Secondary  

Hours / Work Times 

8 Hours Per Day (8:30 a.m. - 5:00 p.m.)

190 Days Per Year (180 Student Days/10 Holidays)

Position Duration: Temporary 

Classification Group: Professional Technicians (PSE) Class IV

**Click this link to find the salary schedule associated with this position PSE Large Group Salary Schedule

Evergreen Public Schools (EPS) offers the following to eligible employees who work at least 630 hours in a school year:

• Medical, dental, vision, basic long-term disability, basic life and AD&D insurance through School Employees Benefits Board (SEBB). For additional information click EPS Benefits Information.
• Employees may also be eligible to participate in FSA, DCAP, HSA, FPFSA (w/HDHP), and other supplemental benefits.

Employees may be eligible for employer-employee funded retirement benefits through Department of Retirement Services (DRS).

EPS offers paid holidays and paid time off, including but not limited to, sick, vacation, personal, religious, and bereavement leave. Additional negotiated leave options can be found in the associated Collective Bargaining Agreement (CBA) for this position PSE Large Group CBA.

We appreciate your interest in employment with Evergreen Public Schools. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation  including fingerprints Click here for Fingerprinting Services.

Failure to submit a full application package will result in disqualification.

STANCE STATEMENT:

Evergreen Public Schools are committed to eliminating the predictability of outcomes by demographic group and we strive to be a diverse community of schools that provides each member with the opportunities, access, resources, and support they need to be successful. With this in mind, our goal is to recruit, hire and retain employees of all racial/ethnic backgrounds who will bring their unique talents and skills into our educational institution to encourage students to thrive academically. Our district aims to provide an equitable and mutually supportive learning and working environment for all students and staff to succeed in a racially and culturally diverse local, national and global community.

SUMMARY STATEMENT:

Under the general supervision of the building Principal/Administrator and/or Associate Principal(s), the Transition Coach is responsible for working with the students who are identified as "At-Risk" in grades 6-8 or 9-12

ESSENTIAL FUNCTIONS:

       At-Risk Responsibilities include but are not limited to:

1. Identify At-Risk students, determine barriers to success, implement barrier reduction activities, and monitor student progress.
2. Communicate effectively with students, staff, families, and the general public using a variety of technologies.
3. Answer inquiries when appropriate on referred students.
4. Work with referred students on school performance issues, i.e. study skills, time management, goal setting, motivation, tutoring, attendance issues, post high-school transition skills, etc.
5. Work with counselor(s), teacher(s), parents, Workforce Investment Act (WIA) staff, and other appropriate staff on a plan of action to improve a student's performance or address an area of need. Assist with monitoring and follow-up.
6. Coordinate interventions with school staff.
7. Assist with student activities designed to enhance student’s interest in school through the development of career readiness skills, interpersonal relationships, projects, community services, etc.
8. Make referrals to the counselor(s) regarding specific student needs.
9. Work with community, parents, law enforcement, emergency services, social services, school juvenile services, school district personnel, and all other agencies to maintain cooperative relations.
10. Assist administrators in Fulfilling Student Improvement Plan (SIP), Annual Yearly Progress (AYP), and District goals.
11. Provide documentation of students assisted.
12. Assist administrators with re-entry conferences.
13. Verify that each student is progressing on schedule and has received grades for all classes in which they were enrolled.
14. Annually work with feeder schools to identify placement and intervention plans for at-risk students prior to transition.

OTHER RESPONSIBILITIES:

1. Perform other related duties as assigned.

PHYSICAL DEMANDS REQUIRED:

MENTAL DEMANDS REQUIRED:

TOOLS AND EQUIPMENT NECESSARY:

PC, telephone, fax machine, copy machines, and all other tools and equipment necessary to perform the essential functions listed above.

MINIMUM QUALIFICATIONS:

(Testing may be required.)

1. Light typing/keyboarding.
2. Work experience which involves interviewing, research, and problem solving expertise.
3. Demonstrated knowledge sufficient to assist students with various academic subjects.
4. Demonstrated ability to communicate effectively and possess a positive attitude.
5. Demonstrated ability to work cooperatively and relate to secondary students, staff, and parents.
6. Demonstrated ability to perform on the computer using Windows environment and related Microsoft applications.
7. Knowledge of or willingness to learn the on-line student system (WESPaC) in conjunction with the Washington School Information Processing Cooperative (WSIPC).
8. Demonstrated ability to perform tasks accurately and in accordance with established guidelines.
9. Demonstrated organizational skills and the ability to follow through.
10. Must possess basic math skills.
11. Demonstrated ability to maintain confidentiality of sensitive information.
12. Experience with diversity issues.
13. Understanding of and/or training in conflict mediation.
14. Demonstrated ability to establish and maintain positive relationships with others as part of a team

KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

1. Knowledge/awareness of own cultural identity and desire to learn about the cultural identity of others.
2. Supports a positive school environment that celebrates, respects and values diversity, where learning is made relevant and meaningful to students of various cultures.
3. Participates in activities and discussions that lead to increased cultural competence.
4. Demonstrates a commitment to equitable outcomes for all students.
5. Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
6. The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.

Notice of Nondiscrimination:   

Evergreen Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: