Youth Services Success Coach
Goodwill Excel Center
OUR STUDENTS EXCEL IN LEARNING AND IN LIFE!
The Goodwill Excel Center isn’t just DC’s exclusive diploma awarding adult charter high school, it’s also a welcoming, innovative, and rewarding place to work. If you’re looking for a great please to teach, grow and impact multiple generations of underserved populations, you should consider The Goodwill Excel Center.
The primary role of the Youth Services Success Coach is to promote continued student engagement in The Goodwill Excel Center and to serve as a student advocate for all students, especially for students 22 and under. The Youth Services Success Coach is responsible for a caseload of students, typically ranging from 14-22 years of age, and with direct support for students 22 and under who also may have IEPs. To support student learning and productivity, the Youth Services Success Coach builds relationships with students and provides resources to remove barriers impacting their educational progress. An effective Youth Services Success Coach understands how to triage their caseload by managing their core responsibilities while also being responsive to student crises as they arise. An effective Youth Services Success Coach understands how to create intervention plans and promote student academic success through collaboration, communication, and innovative solutions that are student focused. Also, the Youth Services Success Coach has a strong organizational mindset that allows for urgent follow-up and case notes. Additionally, this position will support the school’s motto: “Relationships, Relevance, and Rigor”. This position is responsible and will be held accountable for behaving in accordance with divisional and organizational RISE values and expectations.
Essential Duties and Responsibilities:
1. Building relationships with students and balancing student accountability with helping students to identify and resolve barriers to student academic success.
2. Develops, implements, and executes parent/guardian outreach, and parent/guardian accountability infrastructures and systems.
3. Communicates with the Lead Academic Success coach to provide updates and action plans in alignment with student support plans.
4. Establishes relationships with students on a caseload of approximately 50 students (this number fluctuates each term) and supports high retention, attendance, productivity, and completion rates.
5. Attends all team and professional development meetings prepared with information and support strategies for each student on his/her caseload.
6. Manages and monitors student information (grades, attendance, progress notes) to ensure academic progress.
7. Tracks and monitors student attendance against GEC and DC attendance policies and manages compliance around truancy and youth services. Creates attendance plans in alignment with the GEC attendance policy.
8. Develops students’ class schedules in alignment with the Lead Academic Success Coach’s timeline.
9. Collaborates with instructors and other school personnel to monitor student progress and to identify pathways to success.
10. Gathers background information on the student’s social history by conducting observations, making home visits when necessary, conducting interviews, and reviewing student records.
11. Participates in eligibility committee meetings and contributes to the development of the Individualized Education Plan (IEP).
12. Identifies outside resources to support students 22 and under who need additional support outside of GEC.
13. Serves as a resource to teachers and staff regarding social work services and the academic/social needs of students.
14. Conferences with and provides information, support, and advising to students on their graduation timeline and academic journey.
15. Organizes and conducts specialized programs and student support activities for students 22 and under.
16. Conducts specialized individual and group advising and coaching sessions to address specific emotional and social needs of students.
17. Identifies innovative solutions to support student’s academic progress.
18. Serves as a liaison between the student, home, school, counseling facilities and community resources (social services, court services, and family service agencies).
19. Acts as a member of the school crisis team to provide intervention with students as necessary.
20. Other duties as assigned.
1. Bachelor’s Degree
2. 2 years of experience in experience in facilitating and/or offering educational programming, family counseling, rehabilitation counseling, student counseling/personnel services, mental health and human services, individual/development, and/or community services.
3. Must possess ability to collect, interpret, and synthesize information about a student’s social history, community environment, family dynamics, economic differences, and significant crises that influence academic and behavioral functioning.
4. Must have demonstrated ability to work cooperatively as an interdisciplinary team member and devise an appropriate service plan for referred students and their families.
5. Must possess the ability to synthesize and interpret student academic data and student barriers to identify solutions and an intervention plan.
6. Must possess the ability to establish and maintain effective working relationships with community agencies, students, families, team members, and others.
7. Demonstrates excellent planning, organizational, and communication skills. Has strong time management skills.
8. Outstanding administrative skills.
9. Has strong knowledge of computer programs to perform documentation tasks: Google Applications (specifically Gmail), Excel, Word and Internet Explorer.
1. Master’s degree in education, social work, psychology, or a human service-related discipline.
2. Experience in facilitating and/or offering educational programming, family counseling, rehabilitation counseling, student counseling/personnel services, mental health and human services, individual/family development, and community services.
3. Experience working with high school aged students or young adults in a non-traditional setting and/or an adult education setting strongly preferred.
4. Experience working in a high school with students needing extra supports to maintain graduation timelines.
5. Knowledge of local DC community resources to support the academic success of students 22 and under experiencing barriers to education.