Community Field Coordinator; CFC - Perkins SY Job Boston area,Massachusetts USA,Education / Teaching

Position: Community Field Coordinator (CFC) - [Perkins] (One Year Vacancy) (SY26-27)

Community Field Coordinator (CFC)

This vacancy is the result of a one-year long-term leave of absence, and the educator on leave retains attachment rights to this position while on leave. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only.

The Community Field Coordinator (CFC) will assist with the implementation of the school-wide support and community outreach program. The CFC develops and implements programs and strategies that will establish partnerships and collaborations with community agencies, corporate organizations, and families.

The CFC will maintain high a level of professionalism, responsibility, consistency, and respect at all times.

Reports to:

Principal/Head of School

Responsibilities

Initiate and develop a marketing plan for the school newsletter and brochures.

Establish formal/informal partnerships with community and corporate agencies.

Initiate community outreach using appropriate cultural and linguistic strategies.

Coordinate events and celebrations including culturally diverse activities that affirm the international heritage of all students and their families.

Develop strategies to ensure parent and family involvement in the school.

Assist in the coordination of parent/community advocacy and support for the school.

Make phone contact with students' parents/guardians.

Identify resources collaborators/speakers to facilitate dialogues and presentations for the student body.

Initiate and develop corporate partnerships that will provide additional financial and programmatic resources for the school.

Qualifications
- Required

Education: High School Diploma or GED

Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments:
Para Pro Assessment or Work Keys Certificate of Proficiency for Teacher Assistants.

Excellent interpersonal skills

Strong communication skills

Demonstrated success in establishing community partnerships and networks

Experience working with young people

Demonstrated experience working with community-based organizations, particularly those that work with migrants and immigrant families

Sensitivity to student cultural and special needs

Ability to work as a member of a team.

Current authorization to work in the United States
- Candidates must have such authorization by their first day of employment

Qualifications
- Preferred

Associate's degree.

Computer literacy.

Proven experience in fundraising, grant writing, and report writing of projects.

Proven managerial expertise in an urban setting.

Experience working in urban schools.

BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:
Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

Terms: BTU, Paraprofessional Unit, Contractual Hourly Rate

Please see the Boston Public Schools website for salary information.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.