Assistant Community School Coordinator
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 assistant community school coordinator is a professional employee of Child First Authority working at a Dorothy I. Height to implement the community school strategy. The coordinator will assist their partner CSC with facilitating and providing 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 partner CSC, school principal and broader school community, the coordinator will assess the needs of the designated school and form strategic partnerships to help eliminate barriers to academic success for students and families.
The coordinator will focus on the following in support of the wider community school strategy at DIH:
Serves as a member of the school student support team and attendance team to identify students at risk of chronic absence and disciplinary action, collaborating with the school, families, and community to provide necessary supports;
Conducts home visits, phone calls, and school-based meetings to support the school attendance team with developing family plans for attendance success;
Assesses the barriers to school day attendance;
Supports the school attendance team with tracking the progress of students toward meeting attendance goals and celebrate successes;
Refers caseload to additional programs or utilize emergency fund to address barriers for which no other community support may exist (housing, transportation).
Conduct outreach including phone calls, focus groups, door knocking to families living in the former Westside school zone to identify barriers to school connectedness, opportunities for increased engagement;
Identify community institutions to partner with and host family engagement opportunities for families living in target zone;
Conduct at least 5 family engagement opportunities in community locations in Penn North, Reservoir Hill and within the Dorothy I. Height school zone.
Partnership and Relationship Development
Family and Community Engagement
· Associate degree from an accredited college or institution required; Bachelor’s degree preferred.
· 3+ years of relevant experience may be substituted for education
· At least 1 year 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 Working with individuals or groups to achieve a specific goal or outcome in their own lives;
o Conducting needs assessments and using data to develop, implement, and adapt action plans and strategies;
o Identifying barriers to family or client success and developing successful strategies to support client’s or groups in achieving their goals.
· At least one year of successful experience building relationships with community institutions and resources to leverage for the success of clients, or groups being served;
· Demonstrated success coordinating at least 3 events with at least 15 attendees including recruitment of participants, selection of the event topic or purpose to align with the audience needs and interests.
· An insatiable desire to learn and continually improve, and a motivation to succeed despite obstacles;
· Ability to write and communicate clearly and effectively;
· Creative problem solving;
· 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.
· Understanding of community resources and authentically engaging families and communities for student and school success;
· Race equity;
· Social services landscape in Baltimore.
Conditions of Employment:
The Assistant CSC is a full-time, 12-month, grant-funded position, with funding provided by Baltimore Community Foundation. This position reports to the Director of Community Schools and works in partnership with the Community School Coordinator