Pryor Public Schools
Job Description
Position Title: Graduation Coach
Department: Teaching and Learning
Reports To: High School Principal and Superintendent
FLSA Designation: Exempt
SUMMARY: Provides assistance to all secondary learners individually and in groups, regarding high school graduation and completion, including but not limited to analyzing data to identify learners or subgroups with potential high school graduation problems; planning, implementing, and tracking individual high school graduation plans; identifying and resolving barriers to graduation; facilitating career choices and planning; and working to improve graduation rates for all population subgroups within the school.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Employs a profile characteristics of potential dropouts to identify high school and junior high learners with a high probability of not graduating utilizing research-based risk factors. These risk factors include (but are not limited to):
History of school failure, retention, and/or overage for grade
Low test scores, reading and/or math achievement
Failure of courses
Special education/disability
Attendance problems/truancy
Behavioral problems, history of suspensions, high-risk peer group
School disengagement, low expectations, lack of extracurricular involvement
Family status or risk factors, (high transient, economically disadvantaged, non-native English speakers)
Other social/personal factors
Develops and implements individual intervention strategies to increase the likelihood that these learners will stay in school and graduate
Works with learners to develop a graduation and achievement plan to include the best program to meet academic and post-secondary goals
Works with faculty and administrators to adapt or offer curriculum and instruction to meet the needs of identified at-risk learners
Follow students from grade to grade to ensure consistent support
Identifies and links area social agencies with youth at risk of not graduating and their parents/guardians
Provides learners with appropriate career and post-secondary preparation, programs and/services
Develops a “Graduation Team”, or similar team that exists in the school, for each identified learner that minimally includes an administrator, teachers, a counselor and/or social worker/school psychologist or a representative from a local support or mentoring agency
Connects individual learners and their parents with appropriate credit or course recovery options, as appropriate
Conducts an analysis that focuses on data for individual learners and subgroups such as
State Tests
National Tests
Local Records: Attendance records, behavior records, records of teacher conferences, records of parent conferences, etc.
Tracks the progress of individual and subpopulations of learners as they progress toward graduation
Provides training to parents of learners identified as being at risk of not graduating
Provides and/or submits reports as scheduled and requested
Collaborate with feeder schools to utilize the components of a profile of characteristics of potential dropouts to identify learners with the high probability of not graduating
Monitor progress of learners scoring significantly below proficiency levels in all types of assessments
Coordinate a transition program for 10th grade and/or 9th grade learners to successfully adapt to the rigor of high school
Conduct and analyze 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 learner;
Number and percent of at risk learners who met part or all of their goals in their academic plan;
Number and percent of identified at risk learners in the school compared to total school population and rationale for why the number/percent is higher or lower than the state average;
Conducts home visits to identify learners and families in need of additional support
Conduct home visits to assist learners in attending school or other parts of the education system to reach academic goals of graduation
SUPERVISORY RESPONSIBILITIES: None.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE: Bachelor’s Degree in education related field
CERTIFICATES, LICENSES, REGISTRATIONS: Valid Oklahoma Teaching Certificate in any field
LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to staff, students, and the school community.
MATHEMATICAL SKILLS: Ability to add and subtract two digit numbers and to multiply and divide with 10’s and 100’s. Ability to perform mathematical operations using units of American money and weight measurement, volume, and distance.
REASONING ABILITY: Ability to apply common sense understanding to carry out detailed but uninvolved written or oral instructions. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to establish and maintain effective relationships with students, peers, and parents, as well as communicate clearly and concisely both in oral and written form. 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 regularly required to stand, walk, sit, and talk or hear. Occasionally the employee will repeat the same hand, arm or finger motion many times. The employee must be able to attend meetings in the evening and at other locations. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
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 this environment is usually quiet.