You are viewing a preview of this job. Log in or register to view more details about this job.

Coordinator of Tiered Interventions & Support

Coordinator of Tiered Interventions & Support
(Waltham High School; Title I Grant Funded Position)
Position Overview: The Coordinator of Tiered Interventions & Support at Waltham High School will play an integral and leading role in academic support and tiered interventions. This role will work closely with school and district administrators and educators at the high school to build and strengthen a high-quality, robust, coherent and comprehensive system of interventions, supports and programming for all students (i.e. English Learners, newcomers, students with special needs or on IEPs, historically marginalized students of color, diverse learners, students taking Advanced Placement courses or seeking Early College opportunities and students off-track) to advance and deepen their learning and ensure each student graduates college, career and community ready in the 21st century. This role will support ongoing and continuous refinement to align and leverage student support systems across the comprehensive high school such that students thrive academically, socially, and emotionally.
The Coordinator of Tiered Interventions & Support will oversee the continuum of services for academic supports and tiered interventions, assess impact (during school day and out of school time including summer) and work with the dropout prevention/retention, attendance and credit recovery team members. He/she/they will serve as a liaison to departments and other offices including associate principals, guidance and school counseling team, content department heads, potential external partners and stakeholders that serve our diverse students and families. This role will take the lead in exploring innovative ways and new opportunities that help ensure each student receives academic support and robust programming to learn and achieve at high levels in all courses. 
Essential Duties & Responsibilities:
  • With support from various educators and departments including building leadership, develop a clear, concise menu of tiered academic interventions and services accessible to students, families, educators and other stakeholders during the school day and out of school time hours.
  • Ensure equity and access to all appropriate interventions and programming based on appropriate academic need and other criteria.
  • Collaborate with administrators and educators on developing and coordinating outreach and support for students to identify and lower barriers to academic and personal success/satisfaction.
  • Increase student and faculty awareness and use of resources that support their development, success, and satisfaction towards college, career and community readiness.
  • Emphasize and develop strong systems of accountability and cross collaboration to improve program efficacy and student outcomes with respect to increasing graduation rates and reducing dropout rates and closing equity gaps.
  • Contribute to the development of protocols, programs, and procedures and provide advice on issues that impact tiered interventions and supports and overall student experience and time on learning during the school day.
  • Ensure that the early warning indicator system is robust and immediately identifies students and supports through Student Learning Plans with clear action steps to minimize and reduce the need for summer credit recovery or dropout.
  • Support, develop and implement programming and alternative, personalized learning opportunities and pathways that address young adults and students who are not meeting academic benchmarks, grade level requirements or have attendance issues or low grades.
  • In partnership with the WHS Principal, facilitate Retention Team including the Academic Support Center, Dropout Prevention/Credit Recovery Specialists, Out of School Time Coordinator and Attendance Officers. 
  • Ongoing data gathering, continuous monitoring and evaluation on impact and student outcomes that inform strategic planning and School Improvement Plan. Provide reports and data on enrollments or participation in opportunities, interventions and student progress and outcomes. 
  • Serve on appropriate committees or teams, including EWIS, STAT, and LAT, as directed by the Principal or and Assistant Superintendent for Pupil Services.
  • Collaborate with community partners and resources.
  • Use Panorama Student Success platform to capture student progress, behavior and academics and interventions or challenge supports for each student.
  • Participate in professional development and learning opportunities, as necessary.
  • Other duties as assigned by the Principal and Assistant Superintendent for Pupil Services related to Academic Support & Interventions.
Preferred Qualifications: 
  • Advanced degree, preferably with training and experience in counseling or academic supports with a deep understanding of adolescent development, trauma and other experiences that serve as barriers to school success;
  • At least six years’ experience in the secondary school environment and experience facilitating a team;
  • Excellent organizational, interpersonal, and verbal and written communication skills;
  • Ability to set priorities, take initiative, manage multiple demands in a busy building, work creatively with institutional policies and apply sound judgment in dealing with administrative issues, and work effectively with diverse populations;
  • Candidates need to be equity focused and action oriented;
  • Bilingual/bicultural is a plus.
Reports To: High School Principal and Assistant Superintendent for Pupil Services
Terms of Employment: Full-time 12 months; grant funded
Salary: Commensurate with experience 
Please click here to apply!
Non- Discrimination Notice: Waltham Public Schools does not discriminate on the basis of race, color, religion, disability, national origin, gender, gender identity or sexual orientation.
Waltham Public Schools has partnered with the Massachusetts Partnership for Diversity in Education (MPDE) in our effort to welcome diverse candidates to our school system. We value and prioritize the hiring of educators who bring a wealth of perspectives and experiences to our schools, and who reflect the diversity of the students we serve.
MPDE is a collaborative of public school districts with a 40-year uninterrupted history committed to supporting the interest of its members to increase the numbers of teachers of color for their schools by providing recruitment support and related services