Student Success Coordinator

About the Role

The Student Success Coordinator for Central Elementary is a vital role in supporting administration to drive student success and cultivate a positive, safe, and supportive high-performing educational environment. This leadership position assists students, staff, families, and school systems in overcoming barriers that interfere with learning through the use of Multi-Tiered System of Supports (MTSS) approach, and to implement Positive Behavioral Interventions and Supports (PBiS) framework.

Responsibilities

• Student Contact and Discipline
  • Facilitates the student handbook and maintains good order and discipline amongst the school’s student body while safeguarding their health and safety.
  • Assists in managing and responding to student crises, including emergencies, bullying incidents, and behavioral outbursts.
  • Maintains a safe and secure learning environment while managing student behavior issues.
• Leadership, Collaboration, and Communication
  • Provides consultation and feedback to staff regarding student behavior, academic performance, and overall well-being, and collaborates with parents/guardians to ensure the best interest of all students.
  • Leads professional development for staff on student behavior management, conflict resolution, and fostering an inclusive environment.
  • Utilizes student information systems, including discipline, attendance, and academic records.
  • Participates in ongoing professional development, serves on district and building MTSS/PBiS teams, and stays updated on best practices in student management and educational leadership.
  • Performs other duties as assigned by Administration.
• Behavioral Interventions and Student Support
  • Promotes a positive school culture by developing and implementing Multi-Tiered Systems of Support (MTSS) and Positive Behavior in Schools (PBiS) programs that celebrate student achievement.
  • Develops progress monitoring data collection systems for students’ academic and behavioral success, including behavior referrals, attendance, and academic performance to identify trends.
  • Implements evidence-based intervention strategies for student behavior and success.
  • Leads small group sessions focused on conflict resolution, attendance improvement, and social-emotional skills.
  • Develops and implements individualized behavior intervention plans for students exhibiting at-risk behaviors, including frequent check-ins to monitor progress.
  • Pushes into classrooms for behavioral observation and to teach social skills lessons.
  • Facilitates restorative conversations and circles to repair relationships and reintegrate students into the learning environment.

Requirements

• Possession of a Bachelor’s degree in education or higher.
• Three to five years of successful teaching or related experience in a school setting.
• Ability to establish and maintain effective working relationships with school administration, students, and parents.
• Excellent organizational skills and the ability to communicate effectively both verbally and in writing.
• Must satisfactorily pass a criminal background check as defined by the State of Michigan.
• Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.

Skills

• Strong understanding of child development, adolescent psychology, and learning theories.
• Knowledge of productivity applications such as Microsoft Office, Google platforms, SWISS PBIS applications, MiMTSS platform, and Student Information Systems.
• Ability to explain and demonstrate appropriate academic and behavioral intervention techniques.
• Ability to set and meet goals evaluated through ongoing and annual Administrator feedback.
• Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Language Skills: Ability to read and interpret written language and speak effectively before groups.
• Mathematical Skills: Ability to calculate figures and amounts.

Physical Demands

• Frequently required to walk and stand; occasionally sit and run.
• Frequently bends or twists at the trunk while performing duties.
• Frequently squats, stoops, kneels, reaches above the head, reaches forward, and repeats hand motions.
• Occasionally lifts and/or pushes up to 50 lbs.

Work Environment

• Medium to loud noise level.
• Continuously required to interact with the public and other staff.
• May work irregular or extended work hours.