This document describes the specific roles and responsibilities for the current position to which you’ve been assigned for SY 2022-2023. Please note that the school reserves the right to re-assign to you job responsibilities that may be different from those described in this document in order to meet any changing needs of the school and students as they may arise. Should there be any need for any such changes, you will be notified in advance. 

Title of Position: Middle School Student Coordinator

Version Date: 05.04.2023

Status: Full-Time, Non-Exempt, 10.5-Month

Reports To: Director of Middle School 

Supervises: May supervise or project-manage classroom assistant(s) 

Works Closely with: Students, Faculty, Staff, Parents/Families

Objective: The Middle School Student Coordinator promotes a safe school culture that nurtures, motivates and challenges students to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities by supporting middle school faculty and staff in key, non-academic aspects including but not limited to student community events, arrivals, dismissal/E2, advisory and electives. 

Major Responsibilities:

1. In the Classroom

1. Provide support to faculty in maintaining a productive, safe, and disciplined learning environment, upholding all school policies within the classroom
2. Model strong written and verbal communication skills
3. Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
4. Collaborate with and provide feedback to faculty as appropriate in order to maintain a productive, safe and nurturing classroom for students
5. Serve as a substitute for teachers as needed; may work with students one-on-one or in small groups 
6. In collaboration with faculty, proactively identify student growth areas and implement collaborative problem-solving plans to address student lagging skills

1. Culture
1. I In collaboration with the Middle School Director, Dean, and faculty, support with investigating student incidents and implementing a range of behavior management approaches with a goal of maximizing all students’ instruction time, which may include but is not limited to: de-escalating student crises, guiding and supporting students 1:1, employing restorative practices, administering appropriate consequences. 
2. (Co-)Develop and (co-)teach advisories and electives up to 15 periods a week
3. In collaboration with faculty and MS operations staff, plan and chaperone field trips and overnight trips
4. Plan and organize outside visitors to come to VOICE and work with the students
5. Supervise students in out-of-classroom settings including but not limited to arrival, transitions, lunch, dismissal, and outdoor activities which may occur in varying weather conditions, (e.g., light rain, cold)
6. Plan, lead and support student activities (including after-school events), including but not limited to student dances, assemblies, sports day, graduation, athletics and others 

1. Operational Support

1. Correspond with families via telephone, written notes, and in-person communications
2. May be responsible for essential administrative tasks to support the success of middle school operational functions, including but not limited to copying and distribution of curriculum material and other clerical tasks as needed

1. Staff-Wide Professional Expectations
1. Embrace and be an ambassador of VOICE’s mission, vision and values
2. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
3. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
4. Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.
5. Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration
6. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

Position Qualifications: 

Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university
• Ability to lift at least 40 pounds
• Ability to participate in outdoor recess and other play activities during various weather conditions that may range in temperatures of 20-100°F
• Previous experience working with children

• Preferred: Verbal fluency in Spanish

• Preferred: Valid CPR/AED/First Aid certification or willingness to obtain such certification

• Preferred: Previous experience working in contexts involving high-needs communities

Knowledge, Skills and Abilities

• VOICE’s mission, vision, values and culture
• Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
• Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
• Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
• Ability to build warm individual relationships with students
• Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners

• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students 

• Staff-Wide Competencies for Coordinators:
• Effective self-management, including but not limited to: Prioritizes time and tasks effectively; Builds relationships with others; Practices continual self- development; Demonstrates effective problem solving; Exercises complete ownership over tasks; Takes initiative; Navigates ambiguity with ease 
• Effective project management, including but not limited to: Manages up; Proactively engages clients and consultants; Reflects on and incorporates feedback; Engages in thoughtful, strategic, and creative envisioning; Exercises complete ownership over projects; Delegates and holds project helpers accountable for results; Focuses on product and process
• Content Specific:
• Deep understanding of accountable and restorative approaches to student support, including but not limited to Love & Logic and Ross Greene
• Knowledge of behavioral approaches and methods for positively managing student behavior and supporting effective de-escalation
• Strong sense of urgency and discretion when responding to student behavior and ensuring staffing coverage
• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
• VOICE Teaching Framework
• Child learning theories and behavioral approaches
• Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures
• Elements of effective classroom environment and management

Behavioral Characteristics

• Wonder, care, and efficacy
• Commitment, authenticity, and passion 
• Critical thinking, including communication, analytical and strategic strengths
• Grit and constant learning, including resilience and perseverance
• Strong sense of personal responsibility, including discipline, self-accountability, self-initiative
• Sensitivity to environment, including humility, empathy and kindness