Community School Site Coordinator- Sy-Stephens Elementary SCHOOL

Community School Site Coordinator (26-27 SY) – Stephens Elementary School (6674)

Little Rock School District – Stephens Elementary School – Little Rock, Arkansas

Job : 5706472

Final date to receive applications: Jul 30, 2026 11:59 PM (Central Standard Time)

Posted: May 12, 2026 5:00 AM (UTC)

Starting Date: Jul 16, 2026

Position Type: Full-Time

Terms of Employment: Eleven (11) month contract (220 days). Pay: grade 804/Grade 108 (step 12 maximum starting salary) plus benefits package. FLSA:
Non-Exempt.

Job Goal: Provides coordination of community school efforts to create positive student outcomes. This position is the main point of contact inside the school for implementing, integrating, and coordinating efficient community school strategies at the site level. The Coordinator facilitates a learning environment in partnership with school administration, staff, students, families, and other community stakeholders that supports student achievement and wellness based on six key practices of community schools:
1) powerful student and family engagement;
2) collaborative leadership, shared power and voice;
3) expanded, enriched learning opportunities;
4) rigorous community‑connected classroom instruction;
5) culture of belonging, safety, and care;
6) integrated systems of support.

LRSD/City of Little Rock Program:
The Little Rock School District and the City of Little Rock are implementing a school‑based community school strategy across schools in the district. The Coordinator will work in partnership with school building leadership, LRSD staff, the City of Little Rock, area Coordinators, community partners, and other stakeholders to ensure that all children and families—especially identified students/families—have the resources and supports needed to succeed.

The position is full‑time and may require weekend and evening hours as needed. The schedule will be determined in partnership with the school leadership and based on student, family, and community needs.

• Bachelor’s degree in education, health, social work, public policy, human services, or related social sciences preferred.
• At least two (2) years of successful experience working with urban public‑school systems in a professional and/or volunteer role, and/or development and implementation of youth development programs, community organizing, family engagement, and/or education policy preferred.
• Knowledge and understanding of community school principles and national standards for success; with demonstrated experience cultivating academic partnerships for engaging learning experiences, creating integrated health and social supports, and authentically engaging families and communities for student and school success.
• Experience developing and facilitating trainings, meetings, and/or professional development to expand the capacity of internal and external stakeholder groups.
• Experience working in high‑poverty public school setting(s).
• Experience managing multiple projects with competing priorities and the ability to oversee a cadre of staff, partners, and volunteers.
• Ability to communicate clearly and effectively in both writing and verbally.
• Ability to demonstrate inclusive and equitable practice in resource development using a racial equity frame to ground the work.
• Capacity to develop effective working relationships with people from a variety of different ethnic, socioeconomic, educational, religious, sexual, and generational backgrounds to ensure the success of all children.
• Proficiency in Microsoft Office, database systems, data analysis, as well as budget development and implementation.

• The Coordinator will serve as a liaison between the school and external partners and be responsible for facilitating the implementation of community school strategies at the school site. A Community School is created through intentional partnerships among the school and other community stakeholders that promote student achievement (i.e., School Readiness/Attendance and Academic Success), positive conditions for learning (i.e., Reducing the Use of Exclusionary Discipline…