Description

Are you interested in working with an organization that is transforming the way America cares for and educates its children?

The Children’s Guild (TCG) is seeking a Family Navigator responsible for working in partnership with assigned schools and Children’s Guild staff in Annapolis to address students with truancy issues. The goals is to work with the students and families to increase attendance and a decrease in barriers leading to attendance challenges.

Summary: The Children's Guild is a nonprofit organization serving children, families, and child-serving organizations. We provide individualized transformational experiences to ensure children, families, and communities thrive through education, behavioral health, management, and consulting services. The Children's Guild operates the Monarch Academy public charter and contract schools, Monarch Preschool College Park, The Children's Guild DC Public Charter School, The Children’s Guild Transformation Academy, the TranZed Academy for Working Students, TranZed Apprenticeships, treatment foster care, and outpatient mental health clinics. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in regional and national programs.

Our DEI Commitment

Diversity, Equity, Accessibility, and Inclusion are fundamental values at The Children’s Guild. We are committed to building and sustaining an inclusive and equitable working and learning environment for all students, staff, and families at The Children’s Guild. We believe every member of our team strengthens our diversity by showing us a broad range of ways to understand, engage, care for, and educate.

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.

Essential Duties and Responsibilities include the following. Other duties may be assigned.

Families are kept informed of their youth’s involvement with the support services.

Families are educated and assisted in aligning parenting practices and expectations with those of the school.

Identifies educational and community resources for families to support healthy, balanced, and positive home structures that support learning and student success.

Build relationships with families, youth, and external audiences

Work with school site staff to identify students not succeeding academically; engagement of their parents/guardians and youth will be the primary focus of the Family Navigator.

Interview parents of identified youth to determine how to best support each family to be successful.

Offer academic and behavioral support and services to youth.

Work with teachers to monitor the progress of focus youth and communicate this to parents.

Establish ongoing communication with parents of focus youth through home visits, phone calls, email, etc.

Participate in SST, and IEP meetings, as needed.

Host parent/community forums on topics that enhance parents’ ability to support their youth in increasing attendance.

Serve as a member of the school’s leadership team to represent the parent/community perspective.

Establish a space at the school where parents can access the liaison and other resources.

Meet regularly with principal to develop and review work plan and assess the impact of the navigator’s work on student outcomes and enrollment.

Be able to attend community meetings and other events.

Identification of clear objectives, goals and indicators of success for the current/future target population, such as, improved test scores, attendance, homework completion, and class participation, and reduced discipline referrals, new/current student enrollment, all of which can be monitored at set intervals.

The number of parent/community contacts, as recorded in logs of home/business visits, phone calls, parent meetings, and other interventions and services.

Feedback regarding parent and youth satisfaction, as noted in surveys.

Complete appropriate data to track progress and provide outcomes measures

Competencies

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Note: The KRAs are the measurable outcomes tied to the specific responsibilities outlined in the JD. Only designate a responsibility as a KRA if you are consistently measuring it.

Key Result Area #1: Family and Student outreach

1. Build relationship with students and their families struggling to attend school

2. Assess and reduce barriers preventing availability for learning

3. Provide resources and support to encourage increased presence at schools

4. Collaborate with school staff to assist in increasing attendance

5. Meet with families and students to determine needs and barriers

6. Work with school staff to identify students and families needing support.

Key Result Area # 2: Data and Outcomes

1. Maintain appropriate documentation to track and assess outcomes and progress

2. Complete assessments, documentation, evaluations and tracking in an efficient manner

3. Provide informed consent to students and families

4. Ensure that surveys are completed to track satisfaction and participation to reduce truancy

Key Result Area #3: Other Miscellaneous Responsibilities

1. Demonstrate an understanding of the philosophy of The Children’s Guild.

2. Provide direct

3. Pursue reading on relevant topics as the organization grows and changes.

4. Promote The Children’s Guild within the community.

5. Participation in trainings as requested and required.

6. Continued professional development. .

7. Confidentiality guidelines are followed.

8. Documentation is completed within 48 hours of the appointment.

Cultural Awareness Expectations

The Children’s Guild employees are expected to honor the diversity that makes up our community. This includes being respectful and accepting of everyone's identity. The Children’s Guild empowers employees to share their own identities and encourages all members to learn from each other to foster a safe, tolerant, and diverse community.

The Children’s Guild expects all to contribute to a space where individuals can grow, learn, share, and embrace differences in a respectful environment. The Children’s Guild recognizes that expressing personal and cultural identity is crucial to cultivating a safe community for staff, children, and families.

Staff will build an empathetic, supportive, and equitable environment for the students and families we serve.

Staff will value all children and families we serve and colleagues by embracing their diverse talents, perspectives, identities, and experiences while fostering inclusion that inspires innovation, encourages respect, and promotes growth.

Staff will attract and sustain a diverse workforce by recruiting, hiring, developing, and retaining employees who work collaboratively to carry out the mission of The Children’s Guild

Supervisory Responsibilities

None

Competencies

Diversity - Demonstrates knowledge of EEO policy; Shows respect and sensitivity for cultural differences; Educates others on the value of diversity; promotes a harassment-free environment; Builds a diverse workforce.

Ethics - Treats people with respect; keeps commitments; inspires the trust of others; Works with integrity and principles; upholds organizational values.

Safety and Security - Observes safety and security procedures; determines appropriate action beyond guidelines; reports potentially unsafe conditions; uses equipment and materials properly.

Qualifications

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Engaging and memorable presentation style; demonstrated ability to build rapport and credibility quickly with a parent audience and facilitate group discussions,

Professional poise and manager with colleagues and clients,

Effective interpersonal, teamwork, and communication skills,

Demonstrated organizational and planning skills, including managing multiple projects with cross-functional teams,

Demonstrated listening skills,

Receptive to feedback, coaching and constructive criticism, and

Must have own transportation.

Physical Demands

The physical demands 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.

Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and/or Experience

Bachelors Degree required in related field (Social Work, Family Studies, Psychology, Sociology, Community, etc)- MSW preferred

Minimum of three years relevant work experience working with schools and/or supporting families preferred.

Computer Skills

Demonstrated proficiency using advanced office software applications.

Certificates, Licenses, Registrations

Valid Driver’s License

Time commitment

This position is currently for a grant that is funded through June 2025.