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USA

Transition Support Coordinator

Chicago - Illinois (IL),

Chicago Public Schools

Job Description:

Transition Support Coordinator(Job Number: 190002MJ)

Description

Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 360,000 students in 600+ schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career and civic life. In order to fulfill this mission we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability and integrity. Six core values are embedded within these commitments – student centered, whole child, equity, academic excellence, community partnership and continuous learning.

In 2018, four neighborhood schools in Englewood began the process of closing/phasing over 3 years. The approximately 500 students who were enrolled in any of the four Englewood schools during the 2017-2018 school year have been receiving district supports after transitioning to schools of support.

The Transition Support Coordinator (reporting to the Englewood Program Manager in Network 16) for the 2019-2020 school year will work on District Transition Team with receiving schools to assist in the implementation of tiered supports designed to provide students with comprehensive academic and social & emotional supports and resources to ensure a successful transition. This position is temporary for the 2019-20 school year with the possibility of extending through the 20-21 school year.

The Englewood Transition Support Coordinator will be held accountable for the following responsibilities:

Coordinate supports with students, parents, schools, and district teams to ensure maximum student attendance:
  • Provide attendance case management for at-risk students

  • Regularly review student attendance data with School-Based Transition Coordinators (SBTC) and recommend appropriate resources for improvement. Use data to prioritize students that require interventions across all receiving schools
  • Leverage and build strong relationships with parents and students. Communicate with families via phone, school meetings, and home visits about the types of supports available to boost attendance and success in school. Help students select the best options to maximize school attendance and success.
  • Co-facilitate attendance and enrollment-related activities at SBTC workshops and meetings.
  • Communicate with district team regarding enrollment and attendance issues and progress.
  • Assist with other duties as needed to support student enrollment and attendance

Manage referrals and communication with district vendors and partners

  • Liaise with SOAR team to identify students requiring their support.

  • Liaise with support vendors AKAM and Phalanx to identify students for their interventions.
  • Maintain reporting documents of referrals and progress notes.
  • Co-facilitate and assist with vendor meetings, as needed

Support District Transition Team

  • Provide clerical support for Program Manager

  • Monitor phone and email communication with families and schools
  • Visit/call/email schools to assist SBTCs with program compliance
  • Provide on-site assistance to Harper HS students, staff, and programming
  • Assist with maintaining reports, logs, and newsletters
  • Attend team meetings, support facilitation and decision-making as requested
  • Assist with facilitating TST meetings, conference calls, and professional development
  • Other responsibilities and projects assigned by Program Manager

In order to be successful and achieve the above responsibilities, the Transition Support Coordinator must possess the following qualifications:

Type of Education Required:
  • Minimum Associates Degree

Type of Experience and Number of Years:
  • 1-3 years of experience in a diverse urban school setting working with students, families, staff, and administration
  • Familiarity with Multi-Tier Systems of Support strategies to support student attendance, behavior, and social-emotional wellness preferred

Knowledge, Skills, and Abilities:
  • Ability to articulate a vision, set high standards, and effectively guide schools in the realization of expectations set
  • Experience providing consultation and technical assistance to peer and non-peer audiences
  • Strong communication skills (speaking - including presentations - listening, and writing)
  • Effective strategic planning capabilities, including the ability to establish long-term vision and goals, and align/manage activities toward goal fulfillment
  • Ability to build collaborative working relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support schools
  • Ability to independently and proactively define problems and outline valid conclusions and action steps
  • Experience in reviewing multiple sources of data to determine and prioritize needs
  • Passion for supporting students and motivating change to achieve their goals
  • Demonstrates a sense of urgency and efficiency in accomplishing goals
  • Possesses excellent organizational skills using technology to innovate efficiency
  • Awareness of current policies and procedures of the Board of Education of the City of Chicago, especially in regards to student enrollment and attendance.
  • Ability to quickly become proficient with current suite of enterprise applications used by the Chicago Public Schools. (Dashboard, ASPEN, etc.)
  • High proficiency using computers including Microsoft and Google suites
  • Must have reliable access to a car and be willing to travel within city boundaries
  • Must act with integrity in a politically-charged environment.

Residency Requirement:
As a condition of employment with the Chicago Public Schools (CPS), employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and must maintain residency throughout their employment with the district.

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