High School Graduation Coach

SUMMARY: The High School Graduation Coach plays a critical role in supporting upperclassmen (juniors and seniors) who are at risk of not graduating. This individual will work closely with learners enrolled in the school-within-a-school alternative education program, providing academic, social-emotional, and post-secondary support to ensure they stay on track for graduation. The coach will collaborate with teachers, counselors, families, and community partners to remove barriers to success and empower students to reach their full potential.

To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:

• Works closely with enrolled learners (between 15-20 learners) to support learning, guide pacing, set goals, motivate, and promote accountability.
• Collaborates with teachers and counselors to track learner progress and implement intervention strategies.
• Supports teachers in differentiating instruction and utilizing alternative learning methods.
• Assists in the design and facilitation of the school-within-a-school program, demonstrating a willingness and comfortability with innovation.
• Partners with community organizations to coordinate work-based learning, volunteer experiences, etc.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.

Communication:

• Conducts regular 1:1 check-ins with learners to assess growth, provide motivation, problem-solve challenges, and celebrate progress.
• Reports on program effectiveness and suggest improvements to enhance learner success rates.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
• Engages learners in meaningful direct instruction, guided practice, and independent practice.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.

Compassion:

• Advocates for learner needs and helps create a positive, inclusive culture.
• Builds effective relationships with learners’ families, providing regular updates and guidance on graduation requirements.
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:

• Monitors at-risk learners using academic data, attendance records, and behavioral indicators.
• Utilizes innovative strategies in coordination of the school-within-a-school program.
• Utilizes creativity and flexibility to support the design and ongoing refinement of the school-within-a-school program.
• Develops individualized graduation plans for each learner by outlining academic goals, credit recovery options, and support services.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
• Designs assessments that are aligned to the standards and learning targets and provides frequent opportunities for authentic and meaningful assessments.
• Establishes a culture that values high expectations, work ethic, and a growth mindset.

Critical Thinking:

• Maintains accurate records of learner progress, interventions, and outcomes.
• Analyzes learner data to identify trends and adjust support strategies accordingly.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
• Assesses learner needs and provide targeted interventions.

Reflection:

• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

• Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Plans a program of study that meets the individual needs, interests, and abilities of the learners.
• Utilizes district behavioral plans as a backbone to promote positive learner behavior.
• Fosters a safe and equitable learning environment.
• Utilizes the district protocol for maintaining information on learner progress.
• Utilizes knowledge of applicable federal and state laws regarding education and learners.
• Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.

Education and/or Experience:

• North Dakota Teaching License with appropriate accreditation to teach at the high school level.
• Bachelor’s Degree in education, counseling, or similar area of study.
• Minimum of three years working with high school-aged learners.
• Demonstrated knowledge of high school graduation requirements, credit recovery options, and ability to create alternative strategies.
• Experience supporting at-risk youth, credit recovery/dropout prevention, or post-secondary planning preferred.
• Prior teaching experience is preferred.
• Prior experience with trauma-informed practices and social-emotional learning is preferred.
• Prior experience working in a high school setting preferred.
  

Language Skills:

• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES:

• None.

-
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.