What are the responsibilities and job description for the Contingent- Executive Functioning Coach position at William Rainey Harper College?
Education : Bachelors’ degree required, with a preference for college coursework in Education or a related field.
Experience : At least two years of work experience with neurodivergent high school or college students. At least two years of work experience in providing executive functioning coaching services. Additional experience with academic support or tutoring is highly valued.
The Executive Functioning Coach is responsible for working with neurodivergent students on academic success and executive functioning strategies. The primary responsibility of the position is to support students to become more independent learners, persist in college, and achieve their goals.
The position provides individual and/or group sessions to neurodivergent students on a broad range of topics, not limited to, such as effective communication, goal planning, organizational skills, stress management strategies, study strategies, time management, and utilizing Blackboard course shell and AIM student profile.
The position has a leading role in coordinating communication and efforts between Access Advocates, faculty, tutors, and/or Academic Advisors.
Serves a primary role in working with neurodivergent students in becoming confident, successful, and self-sufficient learners by providing sessions, not limited to, on professional communication, goal planning, organizational skills, stress management strategies, study strategies, time management, use of assistive technology, and utilizing Blackboard course shell and AIM student profile.
Assist and teach neurodivergent students on how construct their weekly schedule to include class time, study time, and recreational activities.
Coordinate individual and group sessions on academic success and executive functioning strategies.
Provide neurodivergent students with assistance in breaking down academic goals and objectives into a series of small steps/mini objectives.
Create pre-formatted templates of documents and outlines as tools for neurodivergent students to utilize.
Coach neurodivergent students on adopting effective learning styles and interrupting maladaptive thought patterns to promote new learning behaviors.
Provide neurodivergent students with resources on stress-relieving techniques and resources available on campus, such as the Counseling Services and Health and Wellness Center.
Send post-session summary emails to neurodivergent students, containing all pertinent information on coursework, to-do checklists, and important reminders.
Utilize active listening strategies to ensure that the session aligns with the needs of the neurodivergent student.
When needed, take a leading role in coordinating communication and efforts between Access Advocates, faculty, tutors, and Academic Advisors.
Provide learning sessions for disabled students and professional development sessions for other staff who work with disabled students.
Create a professional and welcoming environment by modeling respect for students’ diverse cultures, disabilities, identities, language skills, and experiences.
Performs other duties as assigned.