EK-5 School Success Coach

JOB DESCRIPTION – EK - 5 School Success Coach

POSITION TITLE: EK-5 School Success Coach                            

REPORTS TO: Building Principal                                   WORK DAYS: 196 (8 hrs/day)

JOB DESCRIPTION:

The Iron Mountain School Success Coach is to engage and support identified students (henceforth described as “identified students” and/or “students on caseload” – identified by the Michigan Department of Education; Section 31a Program for At-Risk Pupils) in reaching academic and school success. Working within a tiered system of intervention strategies, activities and support may include graduation assistance activities, working with students in reaching academic goals, working with school faculty and staff, and working with parents/guardians in order to assist students in reaching an ultimate goal of school success. Within a tiered system of support, the Success Coach will provide assistance to identified students, individually and/or in groups, regarding courses, school work, graduation, school completion, behaviors, attendance, and other academic/social/emotional barriers that may interfere with school success.

ESSENTIAL JOB FUNCTIONS:

• Ensure alignment with the vision, mission of IMPS
• Identify “at-risk” students and target populations in need of services
• Work with counseling staff and administration in developing individual intervention strategies within a tiered system to increase the likelihood that identified students will succeed and stay in school and/or complete graduation requirements or other completion requirements.
• Utilize success strategies that are multi-faceted and can include academic, behavioral, attendance, emotional, etc. type interventions and strategies.
• Gather data for individual students and subgroups and assist in the Student Assistant Teams. Data could include:
  • State Standardized Test Scores
  • National Standardized Test Scores
  • Local Records: attendance records, behavior records, records of teacher conferences, records of parent conferences, records of student conferences, SST meeting minutes, grade retention records, and records of credits earned, etc.
• Work with identified students to implement a success and/or achievement plan to reach individual goals.
• Track the progress of identified students (students on caseload) as they progress toward academic success and individual goals per the implemented plan. Once identified students meet established goals based on the established intervention plan, they will be exited/removed from the coach’s caseload.
• Conduct evaluation intervention(s) and program effectiveness such as:
  • Interventions most utilized and/or successful in written plans created for each identified student.
  • Number and percent of identified students who met part or all of their goals in their individual success plans.
• Connect identified students and their parents/guardians with outside programs, social agencies, business partners, mentor programs as appropriate and as established in the intervention plan; and monitor the effectiveness of such programs/services.
• Provide training/support/information to identified students and their parents/guardians regarding the implementation of the intervention plan.
• Work with parents to enhance important parenting skills and at home interventions.
• Within the framework of the intervention plan for identified students, collaborate with faculty, staff, and administrators in order to meet the parameters of the plan and provide successful intervention strategies for school success.
• Provide educational programming and presentations on various topics (bullying, drug awareness and prevention, personal safety, social/emotional education.
• Provide and/or submit reports to IMPS or the school administrators as scheduled and requested.
• Provide and/or submit reports to the Michigan Department of Education as scheduled and requested.
• Establish and maintain a positive, professional, respectful rapport with staff, parents and students.
• Consistently demonstrate only the highest ethical and professional standards when working with staff, parents and students.
• Serve as a role model for students, dressing professionally, demonstrating the importance and relevance of learning, accepting responsibility, and demonstrating pride in the education profession. Support all staff to do the same.
• Establish and promote high standards and expectations for all students and staff for academic performance, character development, responsibility for behavior; always in alignment with the IMPS vision, mission, and philosophy.
• Maintain visibility and positive contact with students, teachers, parents and staff.
• Communicate regularly with parents, maintaining high quality school community.
• Complete in a timely fashion all records and reports as requested by IMPS.
• Help to maintain student records
• Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines.
• Provide a loving, nurturing climate for students
• Other duties as assigned.

WORKING ENVIRONMENT/CONDITIONS:

• This position works in a variety of settings including classrooms and outdoors and may experience heat or cold extremes as well as fumes, odors, dust; noise level moderate to loud.

RIGHT TO REVISE:

• This Job Description is not meant to be all-inclusive and the School reserves the right to revise this job description as necessary without advance notice. The statements herein are intended to describe the general nature and level of work being performed by employees, and are not to be construed as an exhaustive list of responsibilities, duties, and skills required of personnel so classified. Furthermore, they do not establish a contract for employment and are subject to change at the discretion of the employer without notice.

QUALIFICATIONS:

Experience:

• Successful experiences working with at-risk students.
• Working knowledge of appropriate strategies for reducing behaviors that put students at risk of school failure or school problems.
• Ability to communicate effectively with youth and adults.
• Ability to analyze, implement, track, and report data about intervention plans and strategies.
• Knowledge of and the ability to analyze multiple forms of data.
• An understanding of social services available in the community to support at-risk students and families.
• Demonstrated successful leadership in public or private school.
• Demonstrated leadership in working with professional staff, students, and/or the community.
• Agreement with and commitment to the vision, mission and philosophy of IMPS

Education: 4-year bachelors preferred, 2-year associates required          

Required Testing: None Specified

Continuing Educational Training: District Provided Professional Development

Certificate & Licenses: None required

Clearances:

• Fingerprint clearance
• Criminal Background check clearance

CBA Status: Exempt                                         Approval Date: 3/2/26                                  

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