Transitional Coach (Tier II MTSS Interventionist) / Darlington High School

Position Summary

The Transitional Coach serves as a proactive student success advocate who supports students during the critical transition into high school, with a primary focus on ninth-grade success. The coach works collaboratively with feeder schools, school personnel, families, and community partners to identify students who may be at risk academically, behaviorally, socially, or through attendance concerns. Through coordinated intervention, progress monitoring, mentoring, and resource connection, the Transitional Coach helps students develop the skills and supports necessary to remain on track for graduation. The Transitional Coach plays a vital role in strengthening the bridge between middle school and high school while promoting student engagement, persistence, and long-term academic success.

Essential Duties And Responsibilities

• Coordinate and facilitate the transition of students from feeder middle schools into high school.
• Develop individualized transition plans for identified at-risk students.
• Conduct orientation activities and transition events for incoming freshmen and their families.
• Monitor student adjustment during the first year of high school.
• Identify students demonstrating academic, attendance, behavioral, or social-emotional concerns using multiple data sources.
• Provide targeted coaching, mentoring, and problem-solving support.
• Aid in developing intervention plans aligned with the district's MTSS framework.
• Conduct regular student check-ins and monitor intervention effectiveness.
• Connect students with appropriate school and community resources.
• Monitor attendance data to identify patterns of absenteeism.
• Implement attendance interventions designed to reduce chronic absenteeism.
• Collaborate with families to remove barriers affecting student attendance.
• Monitor grades, course completion, and credit accumulation.
• Collaborate with teachers, counselors, and administrators to develop support plans.
• Aid students in establishing academic and personal goals.
• Encourage the development of organizational, study, and self-advocacy skills.
• Promote positive behavior interventions and restorative practices.
• Collaborate with administrators and counselors to reduce discipline referrals.
• Support students in developing conflict resolution, decision-making, and resilience skills.
• Foster student connectedness through mentoring and engagement opportunities.
• Establish positive relationships with parents and guardians.
• Maintain regular communication regarding student progress and available supports.
• Cookordination meetings with families, school personnel, and community agencies as needed.
• Connect families with appropriate community resources and services.
• Participate in student support meetings and intervention planning.
• Maintain accurate records of interventions and student progress.
• Analyze attendance, academic, behavioral, and engagement data.
• Prepare reports demonstrating program effectiveness.
• Utilize data to adjust interventions and improve outcomes.

Desired Outcomes

• Measurable improvements in ninth-grade attendance.
• Reduction in chronic absenteeism.
• Improvement in course completion.
• Reduction in discipline referrals.
• Increased student engagement.
• Improved school connectedness.
• Higher promotion to tenth grade rate.
• Higher graduation rates.

Minimum Qualifications

• Bachelor's degree required; Master's degree preferred.
• Experience working with secondary students, particularly at-risk youth.
• Knowledge of MTSS, PBIS, restorative practices, and student intervention strategies.
• Strong interpersonal, communication, and organizational skills.
• Ability to analyze student data to inform interventions.
• Ability to build collaborative relationships with students, families, staff, and community partners.

Preferred Qualifications

• Experience in counseling, student services, instructional coaching, graduation coaching, or administration.
• Knowledge of attendance improvement strategies.
• Experience coordinating transition programs.
• Familiarity with student information systems and data management.
• Experience working with diverse student populations.
• Knowledge, Skills, And Abilities
• The successful candidate demonstrates:
• A strong commitment to student advocacy.
• Excellent relationship-building skills.
• Ability to motivate and mentor adolescents.
• Effective problem-solving and conflict-resolution skills.
• Cultural responsiveness.
• Ability to maintain confidentiality.
• Strong organizational and time-management skills.
• Ability to work independently while collaborating effectively with multidisciplinary teams.

Requirements

• A complete application packet must be submitted through the online application system prior to the closing date in order to be considered for this position.
• ALL of the following requirements must be submitted before the posted deadline: Classified Employment Application, Three (3) Classified Employment References (Included in Application), Résumé, Copy of college diploma or transcript.

Note

• CLOSING DATE: UNTIL FILLED
• NOTE: It is the responsibility of the applicant to ensure that all required application documents are submitted prior to the posted deadline. An incomplete application will render the applicant ineligible.
• For DCSD Employees: In addition to the application packet, a "Request to Interview for Transfer" form must be submitted for approval (available on the website, in the schools, and at Department of Human Resources).
• The District reserves the right at any time to extend the deadline without notice and without final consideration of any pending application.