PRIMARY FUNCTION: This position is responsible for providing support for 9th grade students to ensure their successful transition from 8th grade to the 10th grade by working with content teachers, career and technical education staff, counselors, and administrators at the high school.  The position will also be responsible for providing assistance to all high school students, individually and in groups, regarding high school graduation and completion.

 

REPORTS TO: Principal

SALARY SCHEDULE: Teacher

WORK DAYS: 190

 

REQUIREMENTS:

1.  Education Level:  Bachelor’s degree from an accredited college or university

 

Preferred:

• Eligible for an Educational Leadership Certificate 
• Master’s degree in education from an accredited college or university 

2.  Experience, Skill, and Certification:  

• Valid Professional Georgia teaching or counseling certification
• Three of more years of successful classroom teaching and/or counseling experience in a secondary setting.
• Successful experiences working with secondary at-risk students.
• A demonstrated track record of improved student performance.
• Evidence of effective collaboration and interpersonal skills.
• Effective communication, planning, and organization skills.
• Ability to structure own time management of multiple priorities.
• Evidence of participation in leadership roles and activities over the past three years.
• Knowledge of alternative education opportunities, e.g. Communities in Schools, Credit Recovery, Georgia Virtual School, online learning platforms.

 

ESSENTIAL DUTIES:  

1. Coordinates with feeder middle schools to ensure the development of an 8^th grade Career & College Plan for all incoming 9^th grade students and oversees college, career, and pathway planning strategies for students beginning in the 9th
2. Works with feeder middle schools and Freshman Academy staff to identify rising 9^th graders in need of intensive interventions which may include counseling, mentoring, guidance, academic remediation, and support to students and their families to ensure high school success.
3. Designs transition plans for every student to ensure they are able to improve their academic and organizational skills and develop a strong connection to their school.
4. Coordinates and assists with a summer transition program for rising 9^th graders to support their successful adaption to the rigor of high school.
5. Develops and oversees activities targeting new 9^th grade students which will improve high school survival skills such as scheduling, the importance of course selection, graduation requirements, test taking, study skills, time management, communication, organizational skills, and career pathway options.
6. Coordinates and assists with middle school student visits and high school registration.
7. Serves on the school data team to analyze student performance and to develop intensive academic interventions for the students to increase the likelihood that these students will stay in school and graduate.
8. Tracks the progress of individual and subpopulations of students as they progress toward graduation.
9. Ensures that students who are significantly below grade level receive extra support to prepare them for the 10^thgrade and to increase the 9^th grade promotion rate.
10. Develops a “Graduation Team’ for each identified student that minimally includes an administrator, two teachers, a counselor and/or school social worker or representative from a local support or mentoring agency.
11. Provides training to middle and high school teachers, as well as to the students’ parents/guardians, on support measures that work with youth identified as at risk for not graduating.
12. Ensures the development of a College Portfolio for each student. Creates opportunities for connections between individual students and their parents with representatives of area programs as well as area colleges, universities, and technical colleges.
13. Develops parent/guardian involvement strategies to increase family understanding and support of student’s chosen college and/or career pathway.
14. Coordinates with Career and Technical Education staff at the site and district level to offer orientations, career fairs, site tours, and shadowing days at the Career and Technical Institutes.
15. Develops partnerships with community organizations to support the goals of the high school graduation initiative.
16. Conducts and analyzes on-going formative and summative evaluation data of program effectiveness such as: 

• What interventions were most utilized in achievement plans created for each at-risk student
• Number and percent of at risk who met part of all of their goals in their academic plan
• Number and percent of identified at-risk students in the school compared to total school population and rationale for why the number/percent is higher or lower than the state average. 

17. Complete other Title I allowable duties as assigned. 

 

TERMS OF EMPLOYMENT

Incumbents will receive an annual contract. The work calendar will be 190 days. Salary will be determined based on level of certification and allowable experience. This position is funded through Title I programs and is contingent on availability of funds.  03/2021

          

 

NON-ESSENTIAL RESPONSIBILITIES

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

 

PHYSICAL AND SENSORY DEMANDS

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

 

OFFICE   Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

 

EXCEPTIONAL PHYSICAL OR SENSORY DEMANDS

 

[x] Occasional heavy lifting of up to 15  pounds of materials, etc.

[] Frequent climbing up to ___ feet, and/or working on building roofs.

[] Exposure to heavy dust, dirt, chemical or paint fumes, and other airborne matter.

[] Exposure to extreme heat, electric current, hazardous chemicals, or other potential hazards.

[ ] Sitting or standing for extended periods with no control over rest periods.

[X] Other: Must have a valid driver’s license and reliable transportation. _