FHI 360 is seeking an innovative professional for the role of Community School Director to organize and support the day-to-day responsibilities of implementing a community school model at PS/MS 042 R. Vernam in Queens, NY. The approach calls for an assessment of the academic, socio-emotional, and physical strengths and needs of every student in the school and the development of school-wide and individualized plans that connect all students to a targeted set of internal and external supports and resources that are monitored closely and refined as needed. The Community School Director will become part of the school community in order to collaborate with and support the principal, school leadership team, parents and key school staff, and by initiating, facilitating, and maintaining programs and strategies that help the school set and meet an integrated vision and goals of becoming a community school. The Community School Director will be based at the school, but will be part of the FHI 360’s Schools and Community Services department (based in New York City) and will be supervised by the Director of School Development and Support.
The de Blasio administration believes that Community Schools are instrumental in helping schools catch up or leap ahead, and in putting all of our students on the path to four-year colleges and long-term careers. Community Schools offer a holistic approach toward improving academic performance driven by strong, collaborative partnerships among principals, parents, teachers, and CBOs, who are all active partners in the education of children. Community members spend time at the school, participating in activities and helping to blend school- and community-based services into the school day, such as health, mental health, counseling and academic enrichment. Extended after-school or weekend classes are commonplace. Each student is connected to a mentor, club, or social service. The school climate is joyful and positive. Community Schools in NYC use these key strategies to help students achieve success:
- Meaningful family involvement in decision making around student needs
- Meaningful interactions with community-based services and programs
- Maximization of academic programming, college and career preparation, and extended weekend and afterschool programming
- Robust data monitoring and attendance taking practices
FHI 360 seeks a full-time Community School Director to carry out the key responsibilities of the Community Schools approach. Principle activities include:
Communication and Relationship Building
- Connect with the school community through regular written and oral communication channels.
- Develop strong relationships with families and students.
- Conduct outreach and help facilitate the referral process to available resources.
- Help families/caregivers to understand and support relevant academic, social, emotional, and developmental supports.
- Foster strong relationships with teachers and school support staff, and regular collaboration with these groups to support the transition to a community school.
- Foster strong relationships with community partners.
Program Support
- Provide instruction and implement programs and clubs for student groups in the arts (with a focus on drama), academic enrichment, and social-emotional well-being. These programs will take place during extended learning time (ELT) and afterschool.
- Help ensure that all students are connected to a range of prevention, intervention, and support services that address their physical, emotional, cognitive, and social development.
- Design, implement, and coordinate a Student Support team and process that identifies the needs of chronically absent students, matches them with school-based interventions, and tracks / monitors the impact of interventions on a weekly basis, as part of a weekly Student Success Summit.
- Serve as a liaison for agencies and programs interested in partnering with the school, and help to broker new partnerships that are aligned with school goals and help to meet the identified needs of students, families, and the school.
- Build relationships and mechanisms to effectively link the school day to extended day learning opportunities and afterschool programs.
- Coordinate the work of afterschool providers, mental health providers, family engagement outreach coordinators, health clinics and supports (including vision, dental, etc.), parent education, etc.
- Host a monthly Community School Committee meeting for ongoing collaboration with members of the community, including parent leaders, community-based organizations, and partnering organizations.
- Support universal tier 1 interventions such as: the Developmental Asset Profile Survey (DAP), success mentoirng, after school supports and programs, family partnership/engagement, etc.
- Be a family engagement champion. The CSC will coordinate: a workshop/meeting series for parents and families; special events for students and their families; a monthly family newsletter.
Data-Based Supports
- Support a collaborative community assessment to determine ongoing needs of students and families.
- Collect data on the implementation of the model and the delivery of services. Research and prepare relevant data to bring to meetings as evidence of what is working, where challenges need to be addressed, and what next steps should be taken.
- Analyze data and help support strategic tier 1, universal, proactive/preventative supports to keep all students on track to success in the areas of attendance, behavior, ELA, and math.
- Strong administrative skills.
- A Master’s degree in School Counseling or Social Work, or LCSW / LMSW, or a Master’s degree in Education or other related field may be a good fit, but not a requirement for the position.
- Awareness of culturally competent practices and a deep knowledge of and connection with the school community
- Ability to engage and connect with parents and families.
- Ability to work effectively with school-aged youth, families, and communities from a wide range of cultural, social, and economic backgrounds.
- Comfortable both in working alone and collaboratively, with strong relationship building skills.
- A self-starter, visionary leader, who can also manage and coordinate many projects at one time.
- Knowledge of youth development theories, and experience working to nurture and develop youth, especially around their social, emotional, and academic development.
- Highly effective written and oral communication skills. Expertise with Microsoft Office (Word, Excel, and PowerPoint), Prezi, and other productivity and communication tools.
- Familiar with quantitative and qualitative data analysis, and the ability to present data in meaningful ways.
- Familiarity with available student support services.
- Fluency in written and spoken English.
- DOE fingerprinting and background clearances will be a requirement.
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