PROGRAM COORD,SECONDARY ENGAG

Salary Schedule

Under general direction, the purpose of the position is to perform school-based duties associated with program coordination of parent engagement activities. Duties will be associated with conducting home visits, delivering parent workshops, gathering and presenting detailed data pertaining to parent engagement activities, attending and communicating with parent/school leadership councils, establishing communication with all parents, and creating engagement opportunities for all parents. The goal is to establish and improve effective communication between home and school, improve parent and family outreach, and facilitate training opportunities for parents and families of students in grades 6th through 12th that will positively impact student academic performance. Employees in this classification identify and encourage parents to participate in school and district family engagement activities, provide support to staff and parents on best practices in parent engagement, and provide guidelines for school-based parent engagement projects. Must have flexibility to work a schedule to accommodate meetings, trainings and events, which may include evenings and weekends. Daily hours will be aligned accordingly as determined by supervisor. In-county travel using a personal vehicle may be required. Performs related work as directed.

EXAMPLES OF ESSENTIAL FUNCTIONS
Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.

Assists school-site and district personnel in supporting secondary schools families to navigate the educational system and monitor their child’s academic progress in order to keep students on the path to graduation.

Assists in facilitating parent education workshops as they relate to secondary initiatives.

Empowers families to monitor their child’s grades, attendance and assessments by utilizing web-based portal.

Serves as a viable constituent on academic child study team.

Works with school administration and counselors to identify targeted families for support through Early Warning Systems (EWS) criteria.

Works in partnership with counselors to empower families to support their child’s academic achievement by setting high expectations at home and understanding their child’s progress with grades, credit attainment, course recovery options, wrap around services and attendance.

Collaborates with school administration and various stakeholders in devising the parent and family engagement documents (e.g., PFEP, Title I Compact, School Improvement Plan).

Works in conjunction with district personnel and school-based leadership to be familiar with current state laws, state board rules, and school board rules and policies as they relate to parent and family engagement.

Plans, organizes and participates in Parent and Community Initiatives (e.g. Virtual Parent Academy, Parent Academy).

Participate in articulation sessions with feeder schools to support planning for incoming students and families.

Conducts home visits relative to family engagement to build relationships and/or make connections with hard to reach families.

Focuses and provides outreach to the families of students who show early warning signs of not graduating from high school.

Works with students to expose them to resources and services available to their families at the school and in the community.

Provides school tours.

Works with school leadership including administration, teachers and counselors to identify and provide individualized support of families.

Participates in various advisory group meetings and school committees such as Professional Learning Communities, School Advisory Council (SAC) and/or Academic Leadership Team meetings and acts as liaison between the school, home and community by providing updates.

Recruits and supports families to serve on School Improve Plan (SIP) Team, School Advisory Council (SAC), and Parent Teacher Organization (PTO).

Maintains all required documentation such as, but not limited to, the following: evidences of advertisement in various languages, attendance and results/outcomes, daily schedule, and communication logs. Submits all required reports and documentation as requested.

Participates in Parent and Family Engagement mandatory professional development to improve job-related practices and completes all follow-up tasks/assignments.

Serves as a cultural broker to help families from various cultural backgrounds to navigate the educational system.

Communicates information through creating and distributing posters and flyers, Connect ED messaging, posting to school’s website and school-approved social media platforms. Makes contact through phone calls, mail, newsletter production or section related to parent and family engagement.

Maintains daily logs of activities, spreadsheets and communication with students and families.

Types and prepares correspondence, memos, reports, and other documents.

Operates a computer to enter, retrieve, review, or modify data; utilizes word processing, database, and software programs.

Operates a variety of machinery, equipment, and tools associated with department activities, which may include a laminator, copy machine, or fax.

Responsible for keeping up to date on current technology, as job appropriate, being used by OCPS. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.

Responsible for timely and accurate information they maintain as part of their job responsibilities.

The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.

MARGINAL FUNCTIONS
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

Performs related duties as directed.

MINIMUM TRAINING AND EXPERIENCE
Associates Degree or higher supplemented by a minimum of 1 to 2 years’ experience providing support to parents to enhance student achievement, program management, or the equivalent combination of related education, training and experience, which provides the required knowledge, skills and abilities to perform the essential job functions. Demonstrate interpersonal and social competence in working with linguistically and culturally diverse constituencies. Based on location, may be required to be bi-lingual. Must have ability to work positively with parents, school and district personnel; ability to effectively deliver oral, written and visual presentations and reports; ability to take initiative in creating, coordinating and organizing activities and events; ability to accurately collect, organize and maintain data and information for reports. Must have experience creating documents and utilizing Microsoft Office Suite (e.g., Word, Excel, PowerPoint). Experience using and reporting from DataView and Skyward, preferred.

PERFORMANCE APTITUDES

Data Utilization: Requires the ability to review, classify, categorize, prioritize, and/or analyze data and/or information. Includes exercising discretion in determining data classification, and in referencing such analysis to established standards for the purpose of recognizing actual or probable interactive effects and relationships.

Human Interaction: Requires the ability to apply principles of persuasion and/or influence.

Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of equipment, machinery, tools, and/or materials used in performing essential functions.

Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and/or advisory data and information.

Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.

Functional Reasoning: Requires ability to apply principles of rational systems. Ability to interpret instructions furnished in written, oral, diagrammatic, or schedule form. Ability to exercise independent judgment to adopt or modify methods and standards to meet variations in assigned objectives.

Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.

ADA COMPLIANCE

Physical Ability: Tasks involve the ability to exert light physical effort in sedentary to light work, but which may involve some lifting, carrying, pushing and/or pulling of objects and materials of light weight (5-10 pounds). Tasks may involve extended periods of time at a keyboard or work station.

Sensory Requirements: Some tasks require visual perception and discrimination. Some tasks require oral communications ability.

Environmental Factors: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.

The Orange County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.