Graduation Coach

Description

Location: Power Center Academy High School
Job Type: Full-Time
Reports To: School Principal

Gestalt Community Schools (GCS) seeks a student-centered, results-driven Graduation Coach to support high school scholars in successfully navigating the path toward graduation and postsecondary readiness. The Graduation Coach will work closely with scholars, families, teachers, counselors, school leaders, and community partners to identify scholars who may be at risk of not graduating and provide targeted support to keep them engaged and on track for high school completion.

This role will use academic, behavioral, and other relevant data to identify barriers to graduation, develop and monitor individualized engagement and career plans, coordinate interventions, and connect scholars and families with appropriate schooland community resources. The Graduation Coach will also support transition planning, credit recovery, mentoring, career exploration, and school wide strategies designed to increase graduation success.

• Identify scholars who are at risk of not graduating using relevant academic, behavioral, and other student data.
• Counsel and support identified scholars by developing strategies that keep them engaged in learning throughout their high school experience.
• Develop and implement individualized Engagement and Career Plans for scholars at risk of not graduating.
• Review and monitor scholar Engagement and Career Plans each semester, making adjustments as needed and coordinating additional support when scholars are not meeting established goals.
• Identify barriers to graduation and work collaboratively with scholars, families, and school staff to develop strategies for overcoming those barriers.
• Facilitate career exploration, career planning, and other activities that help scholars prepare for graduation and their next steps.

• Develop and implement individual, small-group, and school wide intervention and prevention strategies designed to increase scholar persistence and graduation.
• Collaborate with faculty and school administrators to develop credit recovery and alternative options for scholars who are off track for graduation.
• Partner with teachers and school leaders to identify opportunities to adapt curriculum and differentiated instruction to meet the needs of scholars at risk of not graduating.
• Provide training and support to middle and high school teachers on strategies and support measures that are effective for scholars identified as at risk of not graduating.
• Monitor scholar progress and collaborate with appropriate stakeholders to adjust interventions based on scholar needs and outcomes.

• Develop and support transition programs and vertical teams between middle and high schools.
• Conduct quarterly vertical team meetings with middle and high school faculty and staff to develop action steps that improve individual scholar and subgroup transition success.
• Collaborate with teachers, counselors, advisors, and other school staff to support the transition of 8th-grade scholars into high school.
• Help incoming high school scholars successfully adapt to the academic and behavioral expectations and rigor of the high school experience.
• Work collaboratively with teachers, counselors, administrators, and other school-based staff to coordinate graduation supports and ensure scholars receive consistent interventions.

• Build collaborative relationships with parents and guardians to support scholars who are at risk of not graduating.
• Provide targeted outreach and support to families of identified scholars.
• Connect scholars and their parents or guardians with community organizations, programs, and other resources that can help address barriers to graduation.
• Develop relationships with local mentoring programs, businesses, community organizations, and community coaches to connect scholars with mentors and additional support.
• Facilitate collaboration among families, school staff, community organizations, employers, mentors, and other individuals who significantly influence a scholar's personal, academic, and career development.

• Use scholar academic, behavioral, engagement, and other relevant data to identify scholars and subgroups that may be at risk of not graduating.
• Monitor scholar progress toward graduation and use data to inform interventions…