Junior High Transition Coordinator 3 New positions (Resulting from Grant and Restored Funding)

Transcription

1 Edmonton Catholic Schools is now accepting applications for the positions of Junior High Transition Coordinator 3 New positions (Resulting from Grant and Restored Funding) Edmonton Catholic Schools is a large urban school district whose mission is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another. The District is comprised of over 39,000 students and 3,500 employees in 89 schools and other sites. The job provides assistance to First Nations, Métis and Inuit (FMNI) junior high school students, individually and in groups, to support the transition to high school. The job also focuses on after-school engagement, parent engagement, identification and removal of barriers to future success. For additional information on this position please contact Shirley Mykituk at Shirley.Mykituk@ecsd.net Please a letter of interest and resume by 4:00 p.m., Monday, June 22, 2015 to: Corinne King, Manager, Staffing Human Resource Services resumes@ecsd.net We thank all candidates for their interest. Only applicants considered for the position will be contacted. The job works to ensure smooth transitions of junior high students to high school options or work through preparatory activities such as High School Planning workshops, transition camps, orientations and parent engagement. The job works to develop connections with junior high students to be proactive in their future education. These are 10 month, Out of Scope, Level 3, full-time positions with a salary range of $45, $56, One position to commence August 14, 2015, two positions to commence September 3, Job Responsibilities: Utilize components of a profile of characteristics of potential to identify junior high students at risk of dropping out Collaborate with a school s existing leadership, develop a team that includes administrators, teachers, advisors, counselors, school social workers and/or any other relevant service providers Collaborate with feeder elementary schools to identify incoming at risk students Provide direct service and participate in case conferences Develop transition programs and vertical teams with junior high and high schools Develop relationships with parents/guardians, community organizations, and other resources; Track the progress of individual students and subgroups as they progress toward high school Conduct and analyze on-going formative and summative evaluation data of program effectiveness Qualifications: Degree, or diploma in Native Studies, Education or in a related area, plus three years of directly related experience Knowledge of Aboriginal culture; fluency in Cree is an asset Working knowledge of appropriate strategies for reducing behaviours Knowledge of data collection and analysis principles and practices Knowledge of alternative education opportunities and an in-depth understanding of the junior high school curriculum An understanding of the multiplicity of social services available in the community to support at-risk students Excellent oral and written communication skills and the ability to work effectively with a wide-range of individuals Ability to communicate cultural information to teachers and translate educational information to parents and extended families. A complete job description is shown below.

2 2 JOB IDENTIFICATION: Incumbent: Vacant Current Classification Level: 3 Supervisor s Name: Location: Junior High School Working Title: Junior High Transition Coordinator Requested Classification Level: Supervisor s Working Title: Manager Department: Learning Services Enhancement Program: Aboriginal Learning Services PRIMARY FOCUS/OVERALL ACCOUNTABILITY: Provide a brief summary of the job, covering the main responsibilities, the framework within which the job has to operate and the main contribution to the organization. The job provides assistance to First Nations, Métis and Inuit (FMNI) junior high school students, individually and in groups, to support the transition to high school. This assistance will include but not be limited to mentoring, tutoring, promoting literacy, developing leadership skills and supporting transition to high school. The job also focuses on after-school engagement, parent engagement, identification and removal of barriers to future success and facilitate career planning. The job works to ensure smooth transitions of junior high students to high school and introduces post-secondary education options. The job works to develop connections with junior high students to be proactive in their future education. JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. 1. Transition support Utilize the components of a profile of characteristics of potential to identify junior high students at risk of dropping out Support youth with transitioning into a new grade and/or school Establish relationships with students through modeling, mentoring, advocating and one-on-one meeting Identify and develop strategies to address specific issues Facilitate success in the school setting by exploring their future career opportunities and goals 2. Transition team Collaborate with a school s existing leadership, develop a team that includes administrators, teachers, advisors, counselors, school social workers and/or any other relevant service providers Collaborate with feeder elementary schools to identify incoming at risk students Conduct quarterly vertical team meetings with school staff to develop action steps to improve individual student and subgroup transition success rate Collaborate with teachers, counselors, and/or advisors to assure the continued use of the transition process for seventh through ninth graders to help students successfully adapt to the rigors of the high school experience. 3. School-wide activities and interventions Work with teachers and administrators to adapt curriculum and differentiate instruction to meet the needs of at risk students; Attend, participate in, and re-deliver professional development provided by Aboriginal Learning Services Provide training and/or support to junior high school teachers on support measures that work with at risk youth 4. Direct service and case management Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the likelihood that students will transition to high school and graduate; Work with students to develop transition and career action plans to include the best program to meet academic and post-secondary goals 5. Develop relationships Connect individual students and their parents/guardians with community organizations and programs Engage families to participate in their child s learning Develop or work with local mentoring programs, business and community agencies to connect individual students with mentors Provide support and outreach to parents/guardians of at risk students

3 3 JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. 6. Conduct assessments and generate reports Track the progress of individual students and subgroups as they progress toward high school; Conduct and analyze on-going formative and summative evaluation data of program effectiveness Provide and/or submit reports to Aboriginal Learning Services on a regular and ad hoc basis 7. Participate in long- and short-term strategic planning for the program 8. Maintain technical knowledge through a range of professional development activities PROBLEM SOLVING: Describe difficult or challenging situations the position is typically expected to solve; the degree of originality of the solutions; assistance available; and any problems or decisions that must be referred to a supervisor for resolution or approval The job becomes aware of an individual student who is struggling and requires support. The incumbent will investigate to determine underlying issues, assess the impact on the student and identify a solution to the obstacle. The job determines what resources are required for the student and pulls together a multi-disciplinary team. The job advocates for students and works with individuals who are unhappy with their respective timetables to resolve problems. The job identifies obstacles through reviewing data and research related to: retention attendance graduation from Grade Nine general information on family or origin assessment of trends The incumbent will also review student files to ensure the individual is in an appropriate program. The job works with significant independence with access to assistance being not readily available as the manager is offsite. ORGANIZATIONAL DATA: Identify any measurable areas upon which the job has either direct or indirect impact. Measures that may be included are: number of staff supervised, annual operating budget, number and size of projects, clients served or any other significant values. Include examples that indicate the size of the job. Attach a complete Organization Chart that includes supervisor, peers, direct reports and staff. The focus of the works is FNMI students, although support would be provided to other students as the need arises. The mission of the is to ensure the successful transition of all students from junior high to high school and into some form of post-secondary education or work. This initiative is designed to provide a comprehensive prevention/intervention process for students of not completing high school. The job identifies students in need of additional support and works with them to achieve academic success. The incumbent works to ensure that all identified students receive the resources/services that they need to be guided toward the eventual path of graduation. As part of the Transition Teams the job will help identify atrisk students, assess school and student needs, and develop/coordinate appropriate interventions. The job works with the educational team by tutoring students to enhance literacy by assessing skills and implement an individualized reading recovery program. The job focuses on academics and complements cultural and traditional learnings provided by instructors. The job works closely with the FMNI Liaison Workers in junior high schools and is expected to manage a caseload of 70 students. This is an entry-level job where incumbents would gain experience and knowledge required to apply for a High School Graduation job. REPORTING RELATIONSHIPS: Identify the jobs and the number of incumbents within each job that report directly to you. Provide a brief summary of each subordinate job s purpose. Job Title Job Responsibilities

4 4 CONTACTS: Identify internal and/or external contacts such as co-workers, clients, stakeholders and partners. Indicate the nature and purpose of contact (i.e. to deliver information, present data, negotiate contracts, etc.) and frequency (daily, weekly, monthly etc.). Contact Nature and Purpose Frequency Students, parents, grandparents, guardians and extended families School administrators, teachers, consultants and district staff Elders Community resource agencies and other school jurisdictions Network of contacts including social workers, counselors, and consultants Government of Alberta departments and agencies Post-Secondary Institutes Alberta Education Network of contacts in other organizations To provide information, counseling, expertise and resolve problems To conduct needs assessment and provide linkages to community resources To collaborate on educational support and resolve problems To obtain expertise, guidance and to resolve problems To build community connections To participate in case conferences To provide advice, counseling and to resolve problems To collaborate on support services and initiatives To mediate/negotiate, resolve disputes and problems To provide and obtain information and share best practices To participate in case conferences and collaborative solutions To collaborate on educational support To participate in case conferences To collaborate on initiatives and development activities To participate in professional development activities To resolve problems and share best practices Daily Daily As needed Job Qualifications: Include a list of the most important knowledge factors, including knowledge about practical procedures, specialized techniques etc. Outline specific training that is needed to do the work and any occupational certification/registration required for the job. Include a list of competencies (skills and abilities) critical in performing the job. Knowledge and Experience Competencies Degree or diploma in Native Studies, Education or related area, plus three years of directly related experience Knowledge of Aboriginal culture; fluency in Cree is an asset; Working knowledge of appropriate strategies for reducing behaviours that put students at risk of not graduating from high school; Knowledge of and the ability to analyze data; An understanding of the multiplicity of social services available in the community to support at-risk students Knowledge of alternative education opportunities and an in-depth understanding of the junior high school curriculum Knowledge of records management including FOIP Legislation General knowledge of the district/department operations, business, program, goals and objectives Advanced problem-solving skills and the ability to assess needs of various stakeholders and make appropriate referrals Excellent oral and written communication skills and the ability to work effectively with a wide-range of individuals Excellent organizational time management skills and the ability to balance conflicting priorities Strong research and analytical skills Strong presentation skills and the ability to relate to a varied audience Ability to communicate effectively with youth, adults, Elders and members of the community; Ability to communicate cultural information to teachers and translate educational information to parents and extended families; Strong problem solving skills and the ability to be flexible, quick thinking and decisive Ability to analyze, develop, implement, and track intervention plans and strategies Ability to establish rapport and develop positive working

5 5 relationships between stakeholders Proven conflict management, negotiation and mediation skills Organizational Chart Assistant Superintendent Administrative Assistant Manager, Crisis Intervention Manager, Council of Elders Assistant Principal Manager, Aboriginal Learning Services FMNI Cultural Cree Language Consultant Junior High Transition Coordinator (4 jobs) Archbishop O Leary Social Studies Consultant St Francis Xavier Archbishop Oscar Romero St. Joseph School Support Aboriginal High School Academics Braided Journeys Aboriginal Learning Services Learning Services-Enhancement May 2015 Signatures The signatures below indicate that the incumbent, supervisor and manager have read, discussed, and agreed that the information accurately reflects the work assigned. Incumbent Supervisor Manager This information is being collected under the authority of Board Governance Policy EL# 5 relating to Freedom of Information and Protection of Privacy (FOIP) Act and will be used to allocate positions within a classification plan and to manage the Edmonton Catholic School District s human resources program. If you have any questions about the collection of this information, contact the Assistant Superintendent, Human Resource Services at Human Resource Services at