Freshman Success Coach Job Description
HOW TO APPLY: Please apply to our online job portal : stand.org/careers
The Oregon Center for High School Success (the Center) is a venture by Stand for Children to help maximize Measure 98’s impact on Oregon high school students’ education and future. The Center acts as a thought partner for districts and high schools as they develop their plans for Measure 98 funding, and a resource for school administrators seeking guidance on how to make the most of their Measure 98 allocation.
One of the Center’s top priorities is to help high schools around the state increase the number of freshmen who are on track at the end of 9th grade. The Center provides professional learning and support to school and district leaders and helps them focus on what matters most for high school students. The Center supports adults within and across schools to build their capacity to lead change, improve instruction, and support student transitions into high school. We envision high schools that continuously cultivate collaboration, powerful learning, and a culture of high achievement to ensure high school and postsecondary success for all students.
The Freshman Success Coach (the Coach) is responsible for the successful creation and implementation of freshman success programs and approaches and related structures and professional learning supports in the Center’s partner schools. Using the evidence-based Freshman Success Framework developed by the Network for College Success (NCS), the Coach will work in partnership with school-based leaders to develop and operate effective Freshman Success Teams that meet every two weeks to review data on freshman performance, identify trends, and discuss how to help individual students who are off track. The Coach will collaborate with the Center staff to continuously advance a coaching model that meets the needs of school leaders, and design and facilitate professional learning for principal leadership development and instructional leadership.
The goal is to develop systems, conditions, and capacity for increasing student course performance in the freshman year, evidenced by research to be the most predictive indicator for graduation from high school and success beyond high school.
Responsibilities:
• Work collaboratively with high schools identified as partners with the Center to develop processes, structures, and tools for maximizing freshman success rates;
• Build partnerships with identified school principals and grade level teams to improve grade-level freshman on-track rates; improve student course performance as reflected in their grade point average; and increase school attendance;
• Use the NCS Freshman Success Framework to guide school-based coaching and team development, goals and plan development and implementation, and the development and implementation of systems for monitoring and addressing student progress and supports;
• Coach freshman team leaders to build their capacity to successfully perform their role in leading school change; effectively facilitating collaboration, data analysis, and problem solving; and creating conditions that support overall student success;
• Build partnerships and provide on-site instructional leadership coaching and support to identified schools and leaders;
• Work in partnership with schools to set goals and develop and implement plans to improve student learning through a shared leadership framework;
• Maintain on-going communication with school leaders and select school staff, record and document contacts and progress;
• Co-facilitate professional learning around freshman success for partner schools and more broadly as part of the Center’s professional development offerings; and
• Regularly communicate the work and progress to the Center and its school partners.
Required Qualifications:
• Master’s Degree in Education or related field;
• A minimum of 8 years’ experience in school improvement, preferably at the high school level;
• A relentless commitment to public education, social justice, and equitable outcomes for all students;
• A commitment to self-reflection, examination of identity and role in systems of oppression and to challenging inequities;
• Demonstrated ability to work and cultivate relationships with diverse constituencies, including principals, teachers, school staff;
• Experience forming and facilitating teams of educators;
• Strong facilitation skills and demonstrated knowledge of adult learning principles;
• Ability to effectively collaborate with colleagues and school partners in a team environment;
• Eagerness to participate in ongoing professional development and team and self-evaluation;
• Excellent data analysis and problem-solving skills;
• Outstanding written and verbal communication skills;
• Excellent organizational and project management skills and ability to effectively prioritize multiple tasks and meet deadlines;
• Ability to respond with flexibility to demands and requirements and adjust to ambiguous circumstances and change.
Preferred Qualifications:
• Principal or assistant principal experience, preferably at the high school level
