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Posted : Thursday, November 30, 2023 03:34 AM
Bend-La Pine Schools is committed to the principle of equity.
Equity supersedes the notion of equality, where all are treated the same.
Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit.
The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.
Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description.
Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background.
We encourage you to apply, even if you don't believe you meet every one of our qualifications described.
If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.
JOB DEFINITION: The Graduation Coach will support student achievement and positive behavior by coordinating school intervention/support, parent involvement, family support activities and community outreach programs for at-risk students.
Monitor, communicate and evaluate activities and services for parents, school staff and community partners.
Graduation Coaches will work closely with school teams to support at-risk students.
Providing support or directing students to an appropriate community or school resource for the purpose of keeping the student in the learning program they are enrolled in.
This position reports directly to and receives evaluation from the Principal or Designee.
Methods of performing tasks are usually left to the judgment of the employee with a supervisor giving occasional instructions, advice, and decisions.
Work is reviewed regularly while in progress and upon completion.
NATURE AND SCOPE OF WORK: ESSENTIAL JOB FUNCTIONS: Assist in the planning and implementation of programs.
Recovery and placement of students into an appropriate program.
Check and Monitor recovered students as needed.
Prevention - Make contact with students that have six or more consecutive absences in high school.
The goal is to prevent students from dropping Make contact with middle school students who have been identified as in great risk of dropping out.
Collaborate with feeder middle school(s) to utilize the components of a profile of characteristics of potential dropouts developed to identify middle school students with the high probability of not graduating from high school.
Utilize the components of a profile of characteristics of potential dropouts to identify high school students with the high probability of not graduating from high school.
Develop and implement individual intervention strategies to increase the likelihood that the students will stay in school and graduate from high school.
Work with students to develop a graduation and achievement plan to include the best program to meet academic and post-secondary goals.
Identify and link area social agencies with parents/guardians and youth at-risk of not graduating.
Develop partnerships with community organizations to support the goals of the high school graduation initiative.
Advocate for students and parents and promoting interest in schooling and enhancing sense of community and commitment.
Provide transportation to students and families to community resources for the receipt of social services.
Assess needs of students, parents and community members.
Welcome families of language learners to partner with the school in ways that honor cultures and families of all students.
Promote school projects and programs to the community.
Facilitate community involvement in school programs and activities.
Assist school and district staff with home visits.
Collaborate with school, law enforcement, and court systems to address student truancy issues.
Maintain and preserve database of student caseload.
Maintain regular and consistent attendance and punctuality.
Perform related duties consistent with job description and assignment.
WORKING CONDITIONS: The employee works with groups of students and on a one-to-one basis.
Students include those who may be physically and mentally challenged, learning disabled, emotionally disturbed and culturally different.
Supervision and instructional responsibilities require the employee to be able to stand for up to 45 consecutive minutes and move rapidly to intervene in situations where a student's safety is being jeopardized.
The employee needs to be able to lift materials, boxes or equipment weighing up to 30 pounds.
Climate controlled office settings and home and/or school visits.
High level of contact with staff and outside agencies/community.
The employee must be tolerant yet assertive in order to communicate effectively in confrontational and emotional situations involving students and their parents/guardians.
Confidentiality is a top priority for the person in this position.
KNOWLEDGE, SKILLS AND ABILITIES: Knowledge: Principles and practices of organization and coordination of school and community programs, activities and facilities Principles and practices of planning, needs assessment, management, problem solving, group process and evaluation Educational programs and community resources Principles and methods of school and community organization Skills and Abilities: Possess the physical ability to regularly attend work and fulfill the essential functions of the position, with or without reasonable accommodation.
Recruit, encourage and promote community and parent participation Analyze problems and implement developed plan and procedures Assess and evaluate community and school needs and resources, and assist in developing and implementing programs to meet those needs Maintain accurate records for programs Operate a computer and related peripheral equipment and software Establish and maintain effective working relationships with those contacted in the course of work Communicate clearly and concisely, both orally and in writing EDUCATION AND EXPERIENCE: Any combination of experience and training that would provide the required knowledge and abilities is appropriate.
A representative way to obtain the required knowledge and abilities would be: Two years of progressively responsible experience in education and/or assessing student and parent involvement and/or community education needs and parent involvement and/or community education program development, or closely related field.
Equivalent to an Associate Degree from an accredited college or university with major course work in family support, community development, parent outreach, early childhood, or related field.
Possession of, or ability to obtain, a valid Oregon driver's license and maintain an insurable status for automobile and liability coverage.
The statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work and physical requirements.
Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.
Please submit the following: Resume Cover letter 3 Letters of Recommendation Transcripts Teaching License
Equity supersedes the notion of equality, where all are treated the same.
Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit.
The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.
Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description.
Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background.
We encourage you to apply, even if you don't believe you meet every one of our qualifications described.
If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.
JOB DEFINITION: The Graduation Coach will support student achievement and positive behavior by coordinating school intervention/support, parent involvement, family support activities and community outreach programs for at-risk students.
Monitor, communicate and evaluate activities and services for parents, school staff and community partners.
Graduation Coaches will work closely with school teams to support at-risk students.
Providing support or directing students to an appropriate community or school resource for the purpose of keeping the student in the learning program they are enrolled in.
This position reports directly to and receives evaluation from the Principal or Designee.
Methods of performing tasks are usually left to the judgment of the employee with a supervisor giving occasional instructions, advice, and decisions.
Work is reviewed regularly while in progress and upon completion.
NATURE AND SCOPE OF WORK: ESSENTIAL JOB FUNCTIONS: Assist in the planning and implementation of programs.
Recovery and placement of students into an appropriate program.
Check and Monitor recovered students as needed.
Prevention - Make contact with students that have six or more consecutive absences in high school.
The goal is to prevent students from dropping Make contact with middle school students who have been identified as in great risk of dropping out.
Collaborate with feeder middle school(s) to utilize the components of a profile of characteristics of potential dropouts developed to identify middle school students with the high probability of not graduating from high school.
Utilize the components of a profile of characteristics of potential dropouts to identify high school students with the high probability of not graduating from high school.
Develop and implement individual intervention strategies to increase the likelihood that the students will stay in school and graduate from high school.
Work with students to develop a graduation and achievement plan to include the best program to meet academic and post-secondary goals.
Identify and link area social agencies with parents/guardians and youth at-risk of not graduating.
Develop partnerships with community organizations to support the goals of the high school graduation initiative.
Advocate for students and parents and promoting interest in schooling and enhancing sense of community and commitment.
Provide transportation to students and families to community resources for the receipt of social services.
Assess needs of students, parents and community members.
Welcome families of language learners to partner with the school in ways that honor cultures and families of all students.
Promote school projects and programs to the community.
Facilitate community involvement in school programs and activities.
Assist school and district staff with home visits.
Collaborate with school, law enforcement, and court systems to address student truancy issues.
Maintain and preserve database of student caseload.
Maintain regular and consistent attendance and punctuality.
Perform related duties consistent with job description and assignment.
WORKING CONDITIONS: The employee works with groups of students and on a one-to-one basis.
Students include those who may be physically and mentally challenged, learning disabled, emotionally disturbed and culturally different.
Supervision and instructional responsibilities require the employee to be able to stand for up to 45 consecutive minutes and move rapidly to intervene in situations where a student's safety is being jeopardized.
The employee needs to be able to lift materials, boxes or equipment weighing up to 30 pounds.
Climate controlled office settings and home and/or school visits.
High level of contact with staff and outside agencies/community.
The employee must be tolerant yet assertive in order to communicate effectively in confrontational and emotional situations involving students and their parents/guardians.
Confidentiality is a top priority for the person in this position.
KNOWLEDGE, SKILLS AND ABILITIES: Knowledge: Principles and practices of organization and coordination of school and community programs, activities and facilities Principles and practices of planning, needs assessment, management, problem solving, group process and evaluation Educational programs and community resources Principles and methods of school and community organization Skills and Abilities: Possess the physical ability to regularly attend work and fulfill the essential functions of the position, with or without reasonable accommodation.
Recruit, encourage and promote community and parent participation Analyze problems and implement developed plan and procedures Assess and evaluate community and school needs and resources, and assist in developing and implementing programs to meet those needs Maintain accurate records for programs Operate a computer and related peripheral equipment and software Establish and maintain effective working relationships with those contacted in the course of work Communicate clearly and concisely, both orally and in writing EDUCATION AND EXPERIENCE: Any combination of experience and training that would provide the required knowledge and abilities is appropriate.
A representative way to obtain the required knowledge and abilities would be: Two years of progressively responsible experience in education and/or assessing student and parent involvement and/or community education needs and parent involvement and/or community education program development, or closely related field.
Equivalent to an Associate Degree from an accredited college or university with major course work in family support, community development, parent outreach, early childhood, or related field.
Possession of, or ability to obtain, a valid Oregon driver's license and maintain an insurable status for automobile and liability coverage.
The statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work and physical requirements.
Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.
Please submit the following: Resume Cover letter 3 Letters of Recommendation Transcripts Teaching License
• Phone : NA
• Location : 520 NW Wall Street, Bend, OR
• Post ID: 9140876683
