Child First Background
Child First Authority (CFA) is a non-profit organization founded in 1996 by the organization Baltimoreans United in Leadership Development (BUILD). It was created out of a community organizing effort from parents who wanted high-quality opportunities for young people. CFA develops Baltimore city youth and strengthens families by providing high-quality community schools, after school programs that promote academic achievement, social and emotional well-being, and parent leadership.
The Community School Strategy
A community school is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development, and community engagement leads to improved student learning, stronger families, and healthier communities.
A community school offers a powerful framework for addressing inequities, providing opportunities, and helping students navigate barriers so... they can thrive academically, socially, and emotionally, and become active participants in our democracy. Community schools are able to perform these important roles by:
· Organizing community resources in a school setting to provide opportunities and services;
· Ensuring everybody in the school—youth, teachers, principals, and families and community partners—have a voice, work together, and share accountability for student success;
· Believing in and setting high expectations for every child; and
· Building on community strengths and embracing diversity.
Community schools are an educational, developmental, and community change strategy designed to empower children, youth, and families to realize their American Dream. (Coalition For Community Schools, Equity Framework, FAQs)
The community school coordinator (CSC) is a professional employee of Child First Authority working at a partner school, fulltime, to implement the community school strategy. The CSC facilitates and provides leadership for the collaborative process and development of a continuum of services for children, families and community members including:
· Parent/Family Engagement
· Community Development
· Youth Development
· Health and Social Supports
· Academic Enrichment
· College and Career Readiness
Together with the school principal and broader school community, the community school coordinator (CSC) will assess the needs of the designated school and form strategic partnerships to help eliminate barriers to academic success for students and families.
Successful CSCs come from a variety of professional backgrounds but possess several key qualities: A natural relationship builder with hunger for results and a go-getter dedicated to finding solutions to intractable obstacles in order to ensure students and their families are fully supported. They are flexible in the face of changing community needs and priorities. All coordinators continuously evaluate and improve their efforts responding to data, feedback from stakeholders, and lessons gathered from their school-based and organizational team.
Ideal candidates will demonstrate strong experience and capacity in the following core competency areas: race equity, planning, asset/resource mapping, stakeholder engagement, partnership development, relationship management, student and family support, family and community engagement, communications, and reporting.
Partnership and Relationship Development
Student and Family Support
Family and Community Engagement
· Associate degree from an accredited college or institution required; Bachelor’s degree preferred.
· 5 years of relevant experience may be substituted for education
· At least two (2) years of successful experience working with urban public school systems, including development and implementation of youth development programs, community organizing, family engagement and/or education policy including:
o Developing and facilitating training, meetings, and/or professional development to expand the capacity of internal and external stakeholder groups;
o Conducting needs assessments and using data to develop, implement, and adapt action plans and strategies;
o Managing multiple projects with competing priorities and ability to coordinate a cadre of staff, partners, and volunteers.
· Ability to practice inclusive and equitable management;
· Ability to write and communicate clearly and effectively;
· Capacity to develop effective working relationships with people from a variety of different ethnic, socioeconomic, educational, religious, sexual, and generational backgrounds to ensure the success of all children;
· Proficiency with Microsoft office, database systems, data analysis, as well as budget development and implementation.
· Social services landscape in Baltimore;
· Academic partnerships for powerful learning experiences;
· Social-emotional, and mental and physical health resources and supports;
· Authentic family and community engagement for student and school success;
· Community school principles and national standards for success.
Conditions of Employment:
The CSC is a full-time, 12-month, grant-funded position, with funding provided primarily through the Family League, State of Maryland’s Concentration of Poverty and Baltimore City Public Schools funds