Edmonton Catholic Schools is now accepting applications for the position of (Existing position) Edmonton Catholic Schools is a large urban school district whose mission is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another. The District is comprised of over 42,000 students and 5,000 employees in 96 schools and other sites. Indigenous Learning Services requires a to provide assistance to all First Nations, Métis and Inuit (FNMI) high school students, individually and in groups, regarding high school graduation. This assistance will include, but not be limited to, analyzing data to identify students or subgroups with dropout risk factors; reviewing, implementing, and tracking attendance, course grades and credit completion; identifying and removing barriers to graduation and facilitating career action plans. For additional information on this job opportunity please contact Pam Sparklingeyes, Program Manager at pam.sparklingeyes@ecsd.net Please email a letter of interest and resume by 9:00 a.m., Monday, January 22, 2018 to: resumes@ecsd.net Prior to employment, successful candidates will be required to submit clear Vulnerable Sector Police Information Check and Intervention Record Check documents. We thank all candidates for their interest. Only applicants considered for the position will be contacted. The job works to ensure smooth transitions of junior high students to high school and high school students into post-secondary options or work through preparatory activities such as high school planning workshops, transition camps, orientations and parent engagement. The job works to develop connections with junior high students to be proactive in their future education. This is a permanent, full-time, Out of Scope, Level 4, position with a salary range of $61,512.00 - $76,903.00 to commence as soon as possible. The successful applicant s starting salary will be based on the individual s education, qualifications and directly related experience. Edmonton Catholic School District offers a comprehensive benefits program as part of its total compensation package. Job Responsibilities: Identify at-risk students; Develop a graduation team; Develop school-wide support and interventions; Provide direct service and case management; Develop transition programs and vertical teams with junior high and high schools; Develop relationships with parents/guardians, community organizations, and other resources; Conduct assessments and develop reports; Participate in long- and short-term strategic planning for the program. Job Qualifications: Degree, or diploma in education, counseling, school psychology, or social work, plus three years of directly related experience working with secondary at-risk students; Knowledge of Indigenous culture; fluency in Cree is an asset; Working knowledge of appropriate strategies for reducing behaviours that put students at risk of not graduating from high school; An understanding of the multiplicity of social services available in the community to support students at risk of not graduating; Knowledge of alternative education opportunities and an in-depth understanding of the high school curriculum; Proven conflict management, negotiation and mediation skills; Excellent oral and written communication skills and the ability to work effectively with a wide-range of individuals; Ability to communicate cultural information to teachers and translate educational information to parents and extended families. A complete job description is shown below.
JOB IDENTIFICATION: Incumbent: Vacant Current Classification Level: 4 Supervisor s Name: Location: High School Working Title: Requested Classification Level: Supervisor s Working Title: Manager, ILS Programs Department: Learning Services Enhancement Program: Indigenous Learning Services PRIMARY FOCUS/OVERALL ACCOUNTABILITY: Provide a brief summary of the job, covering the main responsibilities, the framework within which the job has to operate and the main contribution to the organization. The job provides support to First Nations, Métis and Inuit (FMNI) high school students, individually and in groups, regarding high school graduation. This assistance will include but not be limited to analyzing data to identify at-risk students; or subgroups with dropout risk factors; reviewing and tracking attendance, course grades and credit completion; identifying and removing barriers to graduation; facilitating career development; providing tutoring and diploma preparation; coordinating leadership and social initiatives and provide access to Traditional Knowledge Keepers. The job works to ensure smooth transitions of junior high students to high school and high school students into post-secondary options, or work through preparatory activities such as high school preparation workshops, transition days, orientations and parent engagement. The job also works to develop connections with junior high students to be proactive in their future education. JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. 1. Identify and support at-risk students Utilize the components of a profile of characteristics of potential dropouts developed by Alberta Initiative for School Improvement to identify high school students at risk of dropping out. Monitor attendance; course progress; marks; credits and behaviours Work with teachers and administrators to develop credit recovery and alternative option to education plans Provide academic support including after-school tutoring; diploma preparation and study skills 2. Graduation Team Collaborate with a school s existing leadership, participate in the team that includes administrators, teachers, learning coaches, advisors, counselors, advisors, social workers and relevant service providers. Teams may utilize existing school-based teams, such as School Leadership, Improvement, and/or Student Support Teams. 3. Support and interventions Develop school-wide support and interventions Coordinate FNMI leadership and social activities Facilitate career development and post-secondary information sessions Provide culturally relevant activities for Future Leaders Exchange (FLEX) and after-school engagement Support teachers with cultural infusion into the curriculum Assist with reconciliation activities to meet the needs youth identified as at risk of not graduating 4. Direct service and case management Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the likelihood that students will stay in school and graduate Work with students to develop a graduation and career action plan (Meet and Mentor) to include the best program to meet academic and post-secondary goals Revised April 2017 1
JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. 5. Programs and teams Develop Transition Programs and Vertical Teams with Junior and High Schools Collaborate with feeder junior high schools to identify incoming students at risk of high school failure Conduct quarterly vertical team meetings among junior high and high school staff to develop action steps to improve individual student and subgroup transition success rate Collaborate with teachers, counselors, and/or advisors to assure the continued use of the transition process for ninth and tenth graders to help students successfully adapt to the rigors of the high school experience. 6. Relationships and communication Develop relationships with parents/guardians, community organizations and other supports Connect individual students and their parents/guardians with community organizations and programs Develop or work with local mentoring programs, business and/or community facilitators to connect individual students with mentors Encourage parent/guardian and student engagement through culturally relevant activities 7. Assessment and reporting Conduct assessments and develop reports Track the progress of individual students and subgroups as they progress toward high school Conduct and analyze on-going formative and summative evaluation data of program effectiveness Provide and/or submit reports to Indigenous Learning Services as scheduled/requested. 8. Participate in long- and short-term strategic planning for the program 9. Maintain technical knowledge through a range of professional development activities PROBLEM SOLVING: Describe difficult or challenging situations the position is typically expected to solve; the degree of originality of the solutions; assistance available; and any problems or decisions that must be referred to a supervisor for resolution or approval The job becomes aware of an individual student who is struggling and requires support. The incumbent will investigate to determine underlying issues, assess the impact on the student and identify a solution to the obstacle. The job determines what resources are required for the student and pulls together a multi-disciplinary team. The job advocates for students and works with individuals who are not happy with their respective timetables to resolve problems. The job works with significant independence with access to assistance being not readily available as the manager is offsite. ORGANIZATIONAL DATA: Identify any measurable areas upon which the job has either direct or indirect impact. Measures that may be included are: number of staff supervised, annual operating budget, number and size of projects, clients served or any other significant values. Include examples that indicate the size of the job. Attach a complete Organizational Chart that includes supervisor, peers, direct reports and staff. The focus of the works is FNMI students, although support would be provided to other students as the need arises. The mission of the Initiative is to ensure the successful transition of all students from junior high to high school and from high school into some form of post-secondary education or work. This initiative is designed to provide a comprehensive prevention/intervention process for students at-risk of not completing high school. The incumbent identifies students in need of additional support and work with them to achieve academic success. The job works to ensure that all identified students receive the resources/services that they need to be guided toward the path of graduation. As part of the Graduation Teams the job will help identify at-risk students, assess school and student needs, and develop/coordinate appropriate interventions. The characteristics of at-risk students include: History of school failure, retention, and/or overage for grade Revised April 2017 2
Low test scores, reading and/or math achievement Failure of a course Special education/disability Attendance problems/truancy Behavioural problems, history of suspensions, high-risk peer group Disengagement from school, low expectations, lack of extracurricular involvement Family status or risk factors: economically disadvantaged or high mobility The job works closely with the FMNI Liaison Workers in both junior and senior high schools and is expected to manage a caseload of 75 students. Organizational Chart Assistant Superintendent Administrative Assistant AS 7 Manager, Crisis Intervention Manager, Council of Elders Manager, Indigenous Learning Services Manager Indigenous Learning Services Programs FMNI Cultural FNMI Curriculum Support Instructor 8 (4 jobs) FNMI Curriculum Support Coordinator AS 4 Cree Language Consultant Social Studies Consultant Junior High Transition Coordinator OOS 3 (4 jobs) Fundraising Coordinator OOS 5 Archbishop O Leary St Francis Xavier Braided Journeys Program Coordinator OOS 3 Blessed Oscar Romero School Support Bridging Futures St. Joseph FNMI Lead Teachers Nehiyaw Pimtisiwin Principals Nehiyaw Pimtisiwin Assistant Principals Indigenous High School Academics Braided Journeys Indigenous Services Learning Services-Enhancement March 2017 REPORTING RELATIONSHIPS: Identify the jobs and the number of incumbents within each job that report directly to you. Provide a brief summary of each subordinate job s purpose. Job Title Job Responsibilities CONTACTS: Identify internal and/or external contacts such as co-workers, clients, stakeholders and partners. Indicate the nature and purpose of contact (i.e. to deliver information, present data, negotiate contracts, etc.) and frequency (daily, weekly, monthly etc.). Contact Nature and Purpose Frequency Students, parents, grandparents, guardians and extended families To provide information, counseling, expertise and resolve problems Daily Revised April 2017 3
School administrators, teachers, consultants and district staff Elders Community resource agencies and other school jurisdictions Network of contacts including Social Workers, counselors, and consultants Alberta Human Services -Children s Services Post-Secondary Institutes Alberta Education Network of contacts in other organizations To conduct needs assessment and provide linkages to community resources To collaborate on educational support and resolve problems To obtain expertise, guidance and to resolve problems To build community connections To participate in case conferences To provide advice, counseling and to resolve problems To collaborate on support services and initiatives To mediate/negotiate, resolve disputes and problems To provide and obtain information and share best practices To participate in case conferences and collaborative solutions To collaborate on educational support To participate in case conferences To collaborate on initiatives and development activities To participate in professional development activities To resolve problems and share best practices Daily As needed Job Qualifications: Include a list of the most important knowledge factors, including knowledge about practical procedures, specialized techniques etc. Outline specific training that is needed to do the work and any occupational certification/registration required for the job. Include a list of competencies (skills and abilities) critical in performing the job. Knowledge and Experience Competencies Degree, or diploma in Education, Counseling, School Psychology, or Social Work, plus three years of directly related experience working with FNMI students Knowledge of Indigenous culture; fluency in Cree is an asset Working knowledge of appropriate strategies for reducing behaviours that put students at risk of not graduating from high school Knowledge of and the ability to analyze data An understanding of the multiplicity of social services available in the community to support students at risk of not graduating Knowledge of alternative education opportunities and an in-depth understanding of the high school curriculum Knowledge of records management including FOIP Legislation Knowledge of safe workplaces and awareness of Occupational Health and Safety regulations General knowledge of the district/department operations, business, program, goals and objectives Advanced problem-solving skills and the ability to assess needs of various stakeholders and make appropriate referrals Excellent oral and written communication skills and the ability to work effectively with a wide-range of individuals Excellent organizational time management skills and the ability to balance conflicting priorities; Strong research and analytical skills; Strong presentation skills and the ability to relate to a varied audience Ability to communicate effectively with youth, adults, Elders and members of the community Ability to communicate cultural information to teachers and translate educational information to parents and extended families Strong problem solving skills and the ability to be flexible, quick thinking and decisive Ability to analyze, develop, implement, and track intervention plans and strategies Ability to establish rapport and develop positive working relationships between stakeholders Proven conflict management, negotiation and mediation skills Revised April 2017 4
Signatures The signatures below indicate that the incumbent, supervisor and manager have read, discussed, and agreed that the information accurately reflects the work assigned. Incumbent Supervisor Manager Name Signature Date Name Signature Date Name Signature Date This information is being collected under the authority of Board Governance Policy EL# 5 relating to Freedom of Information and Protection of Privacy (FOIP) Act and will be used to allocate positions within a classification plan and to manage the Edmonton Catholic School District s human resources program. If you have any questions about the collection of this information, contact the Assistant Superintendent, Human Resource Services at 780 441-6061. Revised April 2017 5