at Lewis University in Romeoville, Illinois, United States
Job Description
PAF/Position Details
Position Details
Position Title
School Partnerships Coordinator (VVSD/Bolingbrook High School)
Position Status
Full-Time
Position Summary Information
Job Description Summary
As staff of the Lewis University Community Schools Consortium (LUCSC), the School Partnerships Coordinator will work as a collaborative team member to support the wellbeing of students and families within Bolingbrook High School and the surrounding community. The Partnerships Coordinator will utilize connections within the school, district, community, and Lewis University to create sustainable collaborations that lead to improved attendance, engagement, successful graduation, and holistic community wellness.
Click here to access more information about 'community schools'
Reports to: This position reports to the designated administrator(s) at Bolingbrook High School (in Valley View School District 365U), in coordination with the LUCSC Program Directors at Lewis University.
This is a grant funded position which ends 12/31/27.
Responsibilities
Responsible to model the University Mission through dedicated job performance, service excellence to constituencies, respectful collaboration and active support of the University's Mission and Catholic and Lasallian higher education.
Essential Functions: To perform this job successfully, the Coordinator must be able to carry out the following functions related to increasing student, family, staff, and community wellness. This includes, but is not limited to activities that reduce barriers and/or increase engagement, such as:
* Facilitating improved attendance: Collaborate with staff in the school to identify patterns of absenteeism, and support efforts towards removing related barriers. This includes, for example, building community-based partnerships that increase access to resources and services for students and their families, removing barriers to consistent school attendance.
* Increasing rate of successful graduation: Collaborate with staff in the school to identify and address barriers and/or risk factors that inhibit successful graduation. This includes, for example, establishing school-based and community-based partnerships and services that increase successful graduation outcomes.
* Collaborate with staff in the school/district to identify and recruit students and families for programming and services. Strengthen family engagement by seeking family input and participation in events/activities and committees; Collaboratively facilitate and support family engagement events.
* In collaboration with staff in the school/district, support families who have newly or recently arrived to the school community. This includes, for example, facilitating student and family engagement via rapport-building activities, referring families to specific resources, ensuring multilingual accessibility and inclusion, etc.
* Implement assets-based, restorative, and empowering approaches to partnering with students and their families, including strengths-focused home visits when applicable.
* Implement Project R, which is a restorative program for students with significant disciplinary referrals that focuses on civic literacy, character education, community-building, and social emotional wellness. This includes (but is not limited to):
Facilitating an array of programmatic logistics (i.e., community partner recruitment and participation, communication with families and students, ensuring alignment between during-and-after school hours, etc.).
Using data-informed decisions (i.e., needs assessment, etc.) for continuous program improvement.
Increasing awareness of the program within schools/districts, and with families and community partner agencies.
* Understand and utilize the Multi-Tiered System of Support (MTSS) to develop and implement trauma-responsive and restorative practices to find and support community members experiencing challenges. This includes, for example, coordinating the systems of services that lead to student, family, staff and community healing and restoration as prevention and/or intervention as needed.
* Participate in training/education about utilizing trauma-responsive, restorative practices and approaches, and disseminate... For full info follow application link.
We invite applications from individuals that embody a commitment to diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status and other protected status as required by applicable law. We are fully dedicated to providing opportunities for development of the whole person. To demonstrate this commitment, Lewis University wishes to build a culturally diverse workforce which strongly encourages applications from women, underrepresented populations, individuals with disabilities and veterans.
