Engagement Specialist JobID: 12692

• Position Type:

  Student Support Services

• Date Posted:

  5/20/2024

• Location:

  Erskine Elementary School

• Date Available:

  2024-2025 School Year

    

JOB SUMMARY: The Learning Engagement Specialist is responsible to provide behavioral, academic and administrative support to students in an effort to increase student engagement with learning, resulting in increased student achievement. Monitor student attendance and implement plans of support when needed. Connect youth and families to social service providers, facilitates collaborative planning, and ensures that coordinated services are provided which match assessed needs. This position is also responsible for monitoring, redirecting and modifying student progress regarding inappropriate behaviors and performance, administering intensive tier 2 and 3 behavior interventions programs to identified students.

ORGANIZATIONAL AND REPORTING RELATIONSHIPS: The Learning Engagement Specialist will report directly to the Building Principal with support from the Director of Student Services and will have a working relationship with building staff, ELSC staff, and community agencies.

ESSENTIAL JOB FUNCTIONS: The essential functions as shown below represent only the key areas of responsibility; specific position requirements will vary depending on need.

This position will support the building’s multi-tiered system of supports (MTSS) by:

• Working collaboratively with others to implement programs associated with supporting students with behavior, attendance, and achievement of academic goals.

• Supporting assigned school staff to use strategies that support and meet students’ needs in the areas of behavior, attendance, and achievement of academic goals.

• Administering one-to-one intensive behavior interventions with students. Actively participates in behavior intervention meetings

• Modeling and facilitating students solving their own problems.

• Coordinating the school’s efforts to improve student attendance by providing a Multi-Tiered System of Support (MTSS) to assist in evaluating the student's needs and identifying strategies and programs that may assist the student.

• Serving as a Safety Care Team member. Must successfully complete initial and annual Safety Care Certification (SC) standards.

• Serving as a building safety team member, must perform the duties of a Safety Team member

• Create a positive, supportive, and enriched physical and social environment

• Teach functional alternative (de-escalation) to challenging behavior

• Prevent behavioral crisis whenever possible

• Manage behavioral crisis safely

• Minimize the intensity and duration of behavioral crisis

• Decrease the future likelihood of behavioral crisis

• If designated by the building administrator as the SC trainer, Engagement Specialist must successfully complete initial and annual Safety Care Certification standards as documented by a QBS master trainer. At least 1 engagement specialist per building will serve as an SC Trainer.

• When conducting Safety Care building team training, the trainer must follow QBS Safety Care training parameters/standards and approve or disapprove all trainees certification

• Collaborating with the district Homelessness/Foster Care Liaison to ensure that homeless children and youths and those children/youth in foster care enroll in school and have the opportunity to succeed academically.

• Providing active communication and positive relationships with parents, students, staff, and community partners / members. Home visits, as needed.

• Conferring with teachers, as needed, concerning programs and materials to meet student needs.

• Participating as an active member of the school staff and regularly attending team meetings, especially PBIS teams, within the building for the purpose of communication and service coordination.

• Providing assistance with de-escalating student behaviors and reintegration back into the classroom.

• Providing supervision of students (e.g. lunch duty, recess) as necessary and directed by the building administrator.

• Maintaining a caseload consistent with program requirements. Maintaining accurate records and completing required reports such as attendance and disciplinary activities.

• Providing transportation for students and families as needed or directed by the principal.

• Maintaining satisfactory and harmonious working relationships with the public, students, and other employees.

• Assisting with other duties as may be assigned.

OTHER DUTIES: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the team member for this job. Duties, responsibilities and activities may change at any time with or without notice.

JOB REQUIREMENTS:

• Bachelor’s degree in Social Services or other related program of study preferred.

• Experience with the Check and Connect, Aggression Replacement Training, Restorative Practices, and Trauma-informed practices preferred.

• Experience working with students in a school setting preferred

• Minimum two years of successful work experience in social service programs which provide services to youth and families.

• Ability to work collaboratively with representatives of social service agencies, schools, and advisory committees.

• Valid Iowa Drivers License.

• A driving record satisfactory to the District and the District's insurance carrier.

KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:

• Ability to advocate for students in accessing needed resources.

• Ability to establish and maintain effective working relationships with students, staff and the school community.

• Ability to speak clearly and concisely both in oral and written communication.

• Commitment to help program youth and their families identify their strengths.

• Ability to tolerate ambiguity.

• Orientation to continuous problem solving and positive life outlook.

• Ability to recognize sensitive issues and maintain confidentiality

• Knowledge of, and ability to implement, de-escalation techniques

• Knowledge of, and ability to implement, behavior management techniques

• Commitment to assist families and youth to identify, confront, and reduce the conditions which place them at risk of dropping out of school.

• Patience and understanding in communicating with persons to be served

• Ability to network, problem solve and multi-task.

• Knowledge of community resources.

• Willingness to assume responsibility.

• Regular attendance.

• Capable of representing the school in a professional manner, which includes but is not limited to confidentiality, communication skills, and dress.

• Ability to perform duties with awareness of all district requirements and Board of Education policies.

ESSENTIAL FUNCTIONS:

To perform this job successfully, an individual must be able to complete each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

LANGUAGE SKILLS:

Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.

MATHEMATICAL SKILLS:

Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data.

REASONING ABILITY:

Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER SKILLS and ABILITIES:

Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as office materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while working with computers, written materials, reports, assessment data, etc.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee arrive and leave as directed and may require the employee to extend beyond a typical 7:30 a.m. to 4:30 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments.

AN EQUAL OPPORTUNITY EMPLOYER

The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.

Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319-558-2747.