Junior High School Coordinator of Student Success

District/Organization: Meridian Public Schools

Location: Meridian Junior High School

Starting date: As soon as possible

About the role

The Meridian Junior High School Student Success Coordinator plays a pivotal role in the daily management and support systems of the junior high school, supporting the building leadership in the coordination and supervision of the school’s academic, operational, extracurricular, and student intervention activities. This position requires a strong educational background, exceptional relationship-building skills, and a commitment to fostering a positive, safe, and productive learning environment for students and faculty.

The coordinator is responsible for supporting students’ academic, social, and emotional growth while strengthening critical partnerships between the school and families to eliminate barriers and provide equity to all students. The coordinator leads the Multi-Tiered System of Supports (MTSS) and School-Wide Positive Behavior Intervention and Supports (PBIS) systems, manages student behavior frameworks, and serves as a direct liaison to connect families with vital school and community resources.

Responsibilities

• MTSS Behavioral Leadership: Lead the implementation and development of the behavioral side of the school’s Multi-Tiered System of Support (MTSS) framework to optimize student support systems.
• PBIS Management: Manage the School-Wide Positive Behavior Intervention and Supports (PBIS) system to maximize classroom instruction time and minimize behavioral disruptions.
• Restorative Behavior Modification: Maintain high standards of student behavior emphasizing safety, trust, respect, and personal responsibility through the use of restorative practices.
• Behavioral Accommodation Oversight: Apply knowledge of special education regulations, trauma-informed strategies, and individual student accommodations to the supportive redirection of student behavior.
• Equity & Culture Advocacy: Foster an inclusive school climate that promotes a growth mindset and mutual respect among staff, students, and families, with a direct focus on academic student success.
• Coaching: Build professional capacity by providing regular, structured peer coaching to staff to implement behavior strategies that improve student outcomes in the classroom.
• Professional Development Facilitation: Model evidence-based instructional or behavioral strategies and facilitate professional development workshops aligned with building-wide school improvement goals.
• Primary Family Outreach: Serve as the primary contact for families, utilizing telephone calls and emails, to build compassionate partnerships and keep parents properly informed.
• Resource Connection & Onboarding: Orient families to high school routines, expectations, and graduation pathways while connecting them to vital community resources like food pantries, health services, and mental health counseling.
• Family Engagement Programming: Plan, organize, and execute targeted family engagement events to actively promote parent participation in school initiatives.
• Proactive Attendance Counseling: Actively track and monitor daily student attendance, providing proactive counseling and strategic interventions to pupils and families demonstrating emerging chronic absenteeism concerns.
• Student Plans: Collaboratively implement and monitor individualized Student Success Plans and 504 Plans to isolate and systematically dismantle specific barriers to regular attendance and engagement.
• Data-Driven Systems Analysis: Conduct continuous objective analyses of student achievement data, grades, credits, behavior tracking metrics, and school climate data to monitor milestones and make immediate intervention adjustments.
• Campus Operations Support: Conduct general supervision of the building, assist with daily routines, and support the building administrators with after-school event supervision.
• Strategic Leadership & Crisis Management: Participate as an active member of leadership and school improvement committees, assist in onboarding new staff, evaluate existing programs, and maintain the capacity to manage emergency situations while respecting strict confidentiality.

Requirements

• A Master’s Degree (MA) in Educational Leadership, Curriculum, Education, and/or a related field from an accredited college or university, or equivalent is required.
• A valid Administrator’s Certificate, be enrolled in a program, or be willing to enroll in a program leading to certification as a school administrator.
• Administrative experience at building level is preferred.
• 3+ years of experience as a teacher, consultant, or administrator is required.
• Strong knowledge of Multi-Tiered System of Supports.
• A working knowledge of standards-based learning, project-based learning, and providing equity to all students.
• Experience with teacher coaching, teacher evaluation, and leading professional development.
• Desire for rigorous professional development and coaching with a focus on continuous improvement and instructional effectiveness.
• Regular and reliable attendance is an essential job function.

Qualifications

• Excellent oral, written, and interpersonal skills required.
• Ability to communicate effectively with children, teachers, co-workers, staff, and administration.
• Ability to read, comprehend, and analyze instructions, correspondence, memos, reports, rules, and regulations.
• Ability to compose appropriate presentations, correspondence, and reporting with clear and concise information utilizing proper spelling and grammar.
• Ability to write, manage, and administer grants.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations to make comparisons and/or determinations of evaluations of programs and presentations, and to produce charts, graphs, and reports.
• Ability to apply common sense and reason to define problems, collect data, establish facts, and draw valid conclusions.
• Demonstrated cooperative and effective communication skills, both oral and written, and active listening skills.
• Leadership and interpersonal skills in consultation, training, group facilitation, and processes.
• Planning, design, development, and implementation of professional development and curriculum programs, working with groups such as administrators, teachers, parents, students, the general public, and state committees.
• High level of proficiency in the use of personal computers and related software applications such as word processing, databases, spreadsheets, desktop publishing, and presentation software.
• Demonstrated proficiency in managing and administering grants.
• Working knowledge of state and federal mandates.
• Able to work independently and/or collaboratively.

Physical Demands & Work Environment

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 sit, stand, walk, talk, see, and hear.
• Frequently use hands and fingers to handle, grasp, feel, and hold, and reach with hands and arms.
• Occasionally lift and/or move up to 25 lbs.
• Frequent fine finger and hand dexterity is used in the operation of a personal computer.
• Specific vision abilities required by this job include close, distant, and peripheral vision.
• Driving and traveling is necessary.
• This job is performed in a generally clean and healthy environment. The noise level is generally quiet to moderate.

Pay

$75,000 – $90,000 based upon experience and qualifications of the candidate.