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Assist Dir Academic Support - Academic Support Jobs in Suwanee, GA

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Assist Dir Academic Support - Academic Support

Gwinnett Daily Post

License and Certification Qualifications: Valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.

Education Qualifications: Master's degree in related field required. Specialist or doctorate degree in related field preferred.

Experience Qualifications: Five years of successful public school experience required. Experience working with at-risk youth and parents preferred

Skills Qualifications: High degree of skill in oral and written communications; high degree of skill in organization and problem-solving; exceptional ability to communicate and work with others in an effective manner; excellent interpersonal and conflict resolution skills; ability to work with individuals or groups; ability to build appropriate relationships and communicate with at-risk youth; ability to communicate effectively with parents; and ability to analyze existing processes and identify areas for improvement.

Primary Responsibilities: Responsible for implementing the community-based mentoring programs to support identified students and parents of students through academic and behavioral interventions.

1. Recruit appropriate mentors and mentees by describing the program’s aims and expected outcomes.
a. Engage in recruitment strategies that portray the benefits, practices, supports, and challenges of mentoring in the program.
b. Utilize recruitment strategies that build positive attitudes and emotions about mentoring.
c. Recruit mentors whose skills, motivations, and backgrounds best match the goals and structure of the program.
d. Encourage mentors to assist with recruitment efforts by providing them with resources to ask individuals they know, who meet the eligibility criteria of the program, to be a mentor.
e. Train and encourage mentees to identify and recruit appropriate mentors for themselves, when relevant.

2. Screen prospective mentors to determine whether they have the time, commitment, and personal qualities to be a safe and effective mentor and screen prospective mentees, and their parents or guardians, about whether they have the time, commitment, and desire to be effectively mentored.
a. Establish criteria for accepting mentors into the program as well as criteria for disqualifying mentor applicants.
b. Conduct at least one face-to-face interview with each prospective mentor that includes questions designed to help the program assess his or her suitability for mentoring a youth.
c. Conduct reference check interviews with multiple adults who know an applicant (ideally, both personal and professional references) that include questions to help assess his or her suitability for mentoring a youth.
d. Ensure prospective mentors agree in writing to a one-year (calendar or school) minimum commitment for the mentoring relationship, or a minimum time commitment that is required by the mentoring program.

3. Train prospective mentors, mentees, and mentees’ parents (or legal guardians or responsible adult) in the basic knowledge, attitudes, and skills needed to build an effective and safe mentoring relationship using culturally appropriate language and tools.
a. Provide program participants with the requirements for a successful mentoring experience (e.g., match length, match frequency, duration of visits, protocols for missing, being late to meetings, and match termination).
b. Ensure goals and expectations are clear for the mentee, parent or guardian, and the mentoring relationship.
c. Communicate ethical and safety issues that may arise related to the mentoring relationship.
e. Provide sources of assistance to support mentors.
f. Develop an effective, positive relationship with mentee’s family.

4. Match mentors and mentees, and initiate the mentoring relationship using strategies likely to increase the odds that mentoring relationships will endure and be effective.
a. Consider the characteristics of the mentor and mentee (e.g., interests; proximity; availability; age; gender; race; ethnicity; personality; expressed preferences of mentor, mentee, and parent or guardian; goals; strengths; previous experiences) when making matches.
b. Arrange and document an initial meeting between the mentor and mentee as well as, when relevant, with the parent or guardian.
c. Document staff member are on site and/or present during the initial match meeting of the mentor and mentee, and, when relevant, parent or guardian.
d. Create opportunities for mentors, mentees, program staff members, and, when relevant, the mentee’s parent or guardian, meet in person to sign a commitment agreement consenting to the community based mentoring program.

5. Monitor mentoring relationship milestones and child safety; and support matches through providing ongoing advice, problem-solving, training, and access to resources for the duration of each relationship.
a. Confirm the program asks mentees about mentoring activities, mentee outcomes, child safety issues, the quality of the mentoring relationship, and the impact of mentoring on the mentee using a standardized procedure.
b. Ensure staff contacts a responsible adult in each mentee’s life (e.g., parent, guardian, or teacher) at a minimum frequency of twice per month for the first month of the match and once a month thereafter.
c. Regularly assesses all matches to determine if they should be closed or encouraged to continue.
d. Document information about each mentor-mentee meeting including, at a minimum, the date, length, and description of activity completed.
e. Provide mentees and parents or guardians with access or referrals to relevant resources (e.g., expert advice from program staff or others, publications, web-based resources, available social service referrals) to help families address needs and challenges as they arise.
f. Provide one or more opportunities per year for post-match mentor training.
g. Provide mentors with feedback on a regular basis regarding their mentees’ outcomes and the impact of mentoring on their mentees to continuously improve mentee outcomes and encourage mentor retention.

6. Facilitate bringing the match to closure in a way that affirms the contributions of the mentor and mentee, and offers them the opportunity to prepare for the closure and assess the experience.
a. Create and monitor a procedure to manage unanticipated closures when members of the match are willing and able to engage in the closure process.
b. Manage closure when one member of the match is unable or unwilling to engage in the closure process.
c. Conduct exit interview with mentors and mentees, and when relevant, with parents or guardians.
d. Generate an opportunity for managing rematching when relevant.

7. Assist with the creation and establishment of an environment that responds to the needs of students by connecting social and emotional well-being resources to students and their families

8. Communicate program goals, initiatives, and results to internal and external groups, including teachers and local school leadership staff, community members, members of the Board of Education, and the press.

9. Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Apr 27, 2022. Gwinnett County Public Schools Jobs from GA Job Source

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