Transition Support Coordinator

Transition Support Coordinator (10.5-month position)

REPORTS TO: Academic Director

TERMS OF CONTRACT: This is a 10.5-month position. All contractual information will be outlined in the contract between the Employee and the City University Schools Board of Trustees.

JOB TYPE: Full-time Contract

SCOPE: The Transition Support Coordinator is engaged in high school graduation assistance activities including but not limited to working with scholars faculty and staff parents/caregivers as well as community and national partners.

The Transition Support Coordinator will provide assistance to all high school scholars with a particular interest placed upon Seniors individually and in groups regarding high school graduation completion of high school and transition to adulthood (college military and/or workforce) including but not limited to analyzing data for all scholars while prioritizing and identifying scholars (individually) or subgroups (collectively) with potential high school graduation problems; planning implementing and tracking individual high school graduation plans; identifying and resolving barriers to graduation; and facilitating next steps including college military and career choice planning.

PURPOSE: To strengthen graduation outcomes and increase postsecondary readiness while increasing the graduation rate City University Schools with funding support provided by Memphis-Shelby County Schools with a position to effect such a change for the scholar school and district. The primary purpose of this role is to identify support and monitor all scholars in order to avoid risks of not graduating on time by providing targeted academic attendance behavioral and engagement interventions. The Transition Support Coordinator will serve as the schools dedicated graduation success specialist using student performance data to identify barriers to graduation and develop individualized support plans that promote persistence credit attainment and successful completion of all City University Schools requirements.

The Transition Support Coordinator will work closely with scholars families faculty counselors (campus and community) administrators community partners and other stakeholders to coordinate services implement intervention strategies and ensure all scholars remain on track toward graduation. The position will also support transition planning credit recovery efforts mentorship as well as career and volunteer opportunities along with postsecondary planning in order to aid scholars in establishing meaningful pathways beyond City University Schools.

ESSENTIAL JOB FUNCTIONS: This position description is not intended to be an exhaustive list of all duties knowledge or abilities associated with this classification but is intended to accurately reflect the primary job elements.

1. Supports all high school scholars with a priority interest placed upon Seniors in order to avoid the risk of dropping out while also developing strategies to continue to engage them in learning throughout their high school career and beyond using relevant academic and behavioral data and other measures.
2. Develops and implements Individual Engagement and Career Plans for all scholars especially those who are at risk for not graduating. Such efforts include working with teachers counselors (campus and community) parents employers mentors and other individuals or organizations that have responsibility for or that significantly influence the scholars academic and social life.
3. Reviews and monitors Individual Engagement and Career Plans quarterly and makes adjustments as necessary; and work with appropriate parties when the scholar is not adhering to the plan.
4. Provides training and/or support to middle school and high school teachers on support measures that work with youth identified as at risk for not continuing their education and possible failure to graduateacademically and socially to also include attendance and tardiness.
5. Works with faculty and administrators to develop credit recovery and alternative options to adapt curriculum and differentiated instruction in order to meet the needs of identified at risk scholars while maintaining academic rigor and measures of academic accountability that are applicable to all scholars.
6. Develops and implements individual small group and whole school intervention and prevention strategies to increase the likelihood that scholars will stay in school and graduate.
7. Develops and implements individual and small group strategies by supporting the schools Professional Guidance Counselor in the schools senior seminar program to include senior portfolio development capstone presentation volunteer and co-op opportunities leadership experiences etc. as well as supports College and Career Readiness outcomes for the scholars and school.
8. Develops Transition Programs and Vertical Teams with Middle and High Schools that support a scholars transition between grades schools and life.
9. Conducts quarterly vertical team meetings among middle and high school faculty and staff to develop action steps to improve individual student and subgroup transition success rates.
10. Defines and develops independent learning and immersive experiences for scholars on and off campus that stimulates their academic interests and persistence while providing transitional preparation to become lifelong learners and contributing citizens to include college military and career opportunities.
11. Collaborates with faculty counselors (campus and community) and/or advisors to assure the continued use of the transition process for 8th graders and freshmen to help scholars successfully adapt to the rigors of the high school experience.
12. Collaborates with Front Office Manager and Records Clerk in order to address and support all items relevant to the schools graduation cohort to include student/data tracking (enrollment transfer and transition documentation) beginning with the 9^th Grade as well as working with the District and State to accurately report and appeal as deemed necessary.
13. Facilitates collaborations with parents/guardians community organizations and other resources that providing engaging opportunities and real-life experiences for all scholars with a particular interest on seniors.
14. Connects individual scholars and their parents/guardians with community organizations and programs which further support their outlined transitionacademic social emotional physical and/or financial.
15. Develops or works with local mentoring programs alumni business and/or community coaches to connect individual scholars with mentors to include work and/or volunteer opportunities.
16. Provides support and outreach to parents/guardians of scholars with a priority placed on those identified as being at risk of not continuing their education and/or graduating in order to ensure scholars remain in school and on-track for graduation while being a contributing citizen beyond transition from City University Schools.
17. Provides and/or submits reports as scheduled/requested.
18. Attends and participates in ongoing professional development.
19. Performs other duties as needed or assigned.

MINIMUM QUALIFICATIONS: Bachelors degree in education training leadership social sciences curriculum or related content area. Masters degree preferred. A valid Tennessee certificate in Teaching Service (School Counseling School Psychology and/or School Social Work) and/or Leadership preferred. 3-5 years of successful counseling teaching community engagement leadership and program development and/or community partnership development experience required.

KNOWLEDGE SKILLS AND ABILITIES:

• Exceptional critical thinking and problem-solving skills including the ability to identify challenges and actively work to find solutions.
• Excellent data analysis skills and experience synthesizing data to drive action steps and data-supported solutions.
• Superb computer skills including Microsoft Office Suite (Outlook Word Excel and PowerPoint).
• Outstanding organizational skills and attention to detail.
• Strong interpersonal skills and the ability to build effective working relationships with others at all levels of the organization and to consistently display a high level of professionalism in all interactions.
• Outstanding written and oral communication and facilitation skills Communicates

effectively tailoring message for the audience context and mode of communication.

PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT

Physical Demands: Requires sedentary work involving standing or walking for brief periods exerting up to 10 pounds of force on a regular basis; and some dexterity in operating office equipment.

Unavoidable Hazards: The position is exposed to no unusual environmental hazards.

Sensory (ADA) Requirements: The position requires normal visual acuity and field of vision hearing and speaking abilities.

AMERICANS WITH DISABILITIES ACT COMPLIANCE

City University Schools is an Equal Opportunity Employer. City University Schools provides reasonable accommodations to qualified persons with disabilities.

SALARY AND BENEFITS

Annual salary commensurate with experience and outlined preferred qualifications to include degree certification etc.

Benefits: Health vision and dental insurance for full-time employees a portion of the cost of these programs are covered by the employer; Retirement any staff participation requirements of the state retirement system will be followed.

• Health Vision and Dental Insurance - matched by employer by 50%
• Retirement staff participation requirements of the State Retirement System will be followed. *** Legacy employer pays 6.35% Hybrid employer 3.15% of employees overall salary

In addition as a full-time employee the outlined position earns 1 day of sick leave per month worked.

PROFESSIONAL DEVELOPMEMT: The position is expected to participate in approved professional development opportunities as defined by the school district and state.

WORK LOCATION: In person position for City University School of Independence on the campus of City University Schools located at 1475 East Shelby Drive.

Required Experience:

IC