What are the responsibilities and job description for the Life Coach position at Dayton Public Schools?
Position: Life Coach
Reports To: Director of Cultural Engagement & Inclusion
Salary Schedule / Grade: Refer to Salary Schedule
F.L.S.A Status: Exempt
SUMMARY
Life Coaches will ensure the successful transition of all students from elementary to middle school, middle to high school, and high school to post-secondary education or the workforce. They will provide comprehensive prevention/ intervention programs for students at risk of grade retention and/or dropping out of school and supporting all identified students by securing the resources and services needed to guide them toward graduation and helping them to achieve academic and social success.
Performs all functions in accordance with established policies, procedures, safety and environmental regulations, facility and computer security policies and procedures. Functions are subject to change from time to time to meet the needs of the organization. Current essential responsibilities include, but are not limited to the following:
QUALIFICATIONS
PHYSICAL ATTRIBUTES/DEMANDS
WORK ENVIRONMENT
Reports To: Director of Cultural Engagement & Inclusion
Salary Schedule / Grade: Refer to Salary Schedule
F.L.S.A Status: Exempt
SUMMARY
Life Coaches will ensure the successful transition of all students from elementary to middle school, middle to high school, and high school to post-secondary education or the workforce. They will provide comprehensive prevention/ intervention programs for students at risk of grade retention and/or dropping out of school and supporting all identified students by securing the resources and services needed to guide them toward graduation and helping them to achieve academic and social success.
Performs all functions in accordance with established policies, procedures, safety and environmental regulations, facility and computer security policies and procedures. Functions are subject to change from time to time to meet the needs of the organization. Current essential responsibilities include, but are not limited to the following:
- Provide advisement using best practices models to students
- Transition collaboration between elementary, middle school, and high school
- Provide family connection opportunities to keep parents involved in their child’s education in an effort to prevent disengagement.
- Identify students with high risk factors and utilize research-based interventions and prevention supports.
- Develop Graduation Team(s) to generate support. Team(s) that includes administrators, teachers, advisors, counselors, social workers, and/or other relevant service providers to help identify at-risk students, assess school/student needs, and develop/coordinate appropriate interventions.
- Implement School-wide support and interventions– Work with faculty/administrators to develop credit recovery and alternative options, adapt curriculum, and differentiate instruction to meet the needs of identified students.
- Provide training and/or support to teachers on strategies that work with underserved youth.
- Provide Direct Service and Case Management– Develop and implement individual, small group, and whole school intervention/prevention strategies to help students stay in school and graduate.
- Work with students to develop individualized plans to meet academic and post-secondary goals.
- Monitor students' graduation and career plan.
- Track progress and follow students from grade to grade to ensure consistent support
- Develop Transition Programs and Vertical Teams– Collaborate with feeder school(s) to prepare students for building and grade level transitions.
- Identify incoming students needing proactive support.
- Participate on vertical teams with other coaches, faculty, and staff from feeder/cluster schools to develop transition plans.
- Collaborate with teachers, counselors, and advisors to implement transition processes for rising/incoming 6th and 9th graders.
QUALIFICATIONS
- Bachelor’s degree or higher from an accredited institution preferred
- Experience working within urban education
- Effective time management skills
- Van Certification
PHYSICAL ATTRIBUTES/DEMANDS
- Frequently required to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, stoop, and climb stairs
- Occasionally lift and/or move lightweight items up to 40 lbs.
WORK ENVIRONMENT
- Work is performed in a general school setting
- Occasional exposure to blood, bodily fluids, and tissue
- Work may be subject to frequent interruptions
- Periodic travel for meetings, professional development activities, and work assignments
