Job Abstract

Organization Overview

Partnerships to Uplift Communities (PUC) Schools is comprised of a non-profit network of public charter schools designed to significantly increase high school graduation rates, college entrance, and college graduation rates for underserved students in North-East Los Angeles, and the North-East San Fernando Valley.

Our mission at PUC Schools is to develop and manage high-quality charter schools in densely populated urban communities with overcrowded and low-achieving schools. We create school programs and cultures that promote college graduation for all students. We uplift and revitalize communities through the success of our students and through inspiring them to uplift our communities now and forever and through the development of educational and other supportive partnerships.

The Team Member we are searching for

The ideal Learning and Engagement Coordinator believes in and is passionate about the mission and commitments of PUC Schools and exhibits this through their leadership, reflection, execution of school culture, and collaboration to ensure student success.

What you will need to accomplish:

Mission & Vision:

• Understand that he/she should always positively represent the mission and vision of PUC Schools through daily words and actions in support of all stakeholders
• Ensure professional adherence to all policies, procedures, and practices established by PUC Schools in support of the mission and vision
• Demonstrate a growth mindset related to his/her professional growth and the growth and development of all students
• Embody resourcefulness, knowledge, experience, and proven strategies through their professional experience related to supporting academic achievement, student engagement, and support services for significant subgroups/priority populations
• Understand that his/her role is to be in service of the academic achievement/learning acceleration, student engagement/attendance, and support services/wraparound services needed by the school’s significant subgroups/priority populations caused by the impacts of school closures/remote learning and COVID-19
• Report to the school principal to support the strategic academic, behavioral, and social-emotional needs of subgroups/priority populations through the school’s multi-tiered system of supports
• Understand this is a two-year full-time position, funded through supplemental relief funds, to expire on or before June 30, 2023

Academic Achievement/Learning Acceleration:

• Support the school’s subgroups/priority populations based on the academic, social-emotional, and behavioral data provided by the school site
• Support the school’s multi-tiered system of supports and uses it along with the School Success Plan/LCAP Goals to drive the impact and support for subgroups/priority population success at the school
• Collaborate with the school leadership to create the school’s Learning & Engagement Plan tied to the direct supports and desired success of subgroups/priority populations
• Collect and analyze student data (i.e., academic, behavioral, social-emotional) to determine Learning & Engagement Plan successes and areas for continuous improvement per quarter. The analysis, reflections, and actions should be shared with the school leadership in support of collaboration
• Deliver or co-deliver professional development to teachers and school staff related to the Learning & Engagement Plan and various strategies to support subgroup/priority population success in academics, behavior, and social-emotional development
• Work with teachers, as determined by the school leadership, to further support in-class learning and engagement of subgroups/priority populations
• Collaborate with School & College Counseling to support the credit recovery needs of student subgroups/priority populations

Social-Emotional Student Supports:

• Support the school’s structures for clinical counseling as determined by subgroup/priority population needs (i.e., student and family referrals)
• Work closely with the school leadership to determine social-emotional learning curriculum and in-class lessons anchored around supporting the social-emotional development of students, particularly subgroups/priority populations
• Serve as a coordinator of onsite support services for a student/family connecting them to both in-school supports (i.e., Clinical Counseling, School & College Counseling, Tutoring/Office Hours, Extracurriculars/Enrichment/Clubs, etc.) as well as out of school resources and supports (i.e., community resources and partnerships, health clinics, dental clinics, housing supports, immigration resources, etc.) as needed by the student/family

Student Behavior Supports:

• Collaborate with the school’s principal in support of the school’s response to student behavior (i.e., PBIS, Restorative Practices)
• Support the school’s response to student behavior as determined by subgroup/priority population needs (i.e., student behavior)
• Work closely with the school leadership to determine the PBIS/restorative practices to best support a positive, safe, and inclusive school climate for all students and subgroups/priority populations
• Work closely with the school leadership to determine any Family Support Team or Student Success Team Meetings for subgroups/priority populations based on the triangulation of data in support of the Learning & Engagement Plan

Other:

• The coordinator must perform duties as assigned and/or determined by the school site

What do we require from you?

Minimum Qualifications

Education:

• Bachelor’s degree from an accredited college or university required
• Valid California Teaching Credential

Experience:

• Ideally at least 5 years’ experience, with experience in leadership (i.e., Grade level lead, department lead, Inclusion Lead)
• Experience working with struggling students and subgroups
• Experience in analyzing data and strategizing on how to improve proficiency

Qualifications:

• Current knowledge of the content
• knowledge of the current context of public schooling including the California-adopted P-12 content standards, frameworks, and accountability systems
• knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation
• Demonstrates effective professional practices in teaching and learning, scholarship, and service

Skills and Abilities

• Knowledge of diversity in society, including diverse ability, culture, language, ethnicity, and gender orientation
• Proficient with Microsoft Suite: Word, Excel, PowerPoint, and Outlook
• Excellent communication skills (verbal and written)
• Alignment with core characteristics required of every PUC employee: the pursuit of excellence, innovation, community, tenacity, and authenticity
• Must be flexible and team-oriented
• Able to multi-task in a fast-paced environment
• Bilingual in Spanish preferred
• Strong work ethic, accountability, and ownership of work
• Regular attendance, dependability, and, punctuality in conformance with the standards are essential to the successful performance of this position

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. Occasionally required to kneel, climb and reach with hands and arms above shoulder level, lift up to 30 pounds. To bend, sit, stand, squat, stoop, walk, push, pull, and reach with hands and arms at shoulder level or below. Always required to wear the appropriate safety equipment for the task, which may include gloves, goggles, aprons, belts, etc.

Compensation & Benefits

• This is a full-time exempt, salaried position
• Our benefits include:
  • Comprehensive group health benefits package, including medical, dental, and vision and additional voluntary benefits
  • 403b Retirement Plan available
  • STRS Retirement Plan
  • Paid Time Off
  • Ongoing Professional Development

DISCLAIMER: This job description indicates in general the nature and levels of work, knowledge, skills, abilities, and other essential functions (as covered under the Americans with Disabilities Act) expected of an incumbent. It is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities required of an incumbent. An incumbent may be asked to perform other duties as required Management reserves the right to add, modify, change, or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the job. Nothing in this position description changes the at-will employment relationship existing between the Institution and its employees.

PUC Schools is an equal-opportunity employer. Qualified candidates will receive consideration for employment without regard to race, color, religion, national origin, gender, sexual orientation, gender identity or expression, age, mental or physical disability, and genetic information, marital status, citizenship status, military status, protected veteran status or any other category protected by law.