SUMMARY:
The Student Success Strategist is an administrator-level student support leader responsible for developing students' behavioral, social-emotional, and executive functioning skills that directly impact school success. This role is centered on restorative practices, intensive student coaching, and coordinated intervention. The Student Success Strategist leads individualized and group-based supports that help students re-engage with school, repair harm, regulate emotions and behavior, and build clear pathways toward graduation and postsecondary readiness. This position ensures that students with the highest needs have a consistent, trusted adult who owns their success planning and follow-through. This is a non-disciplinary administrative role focused on restoration, not enforcement.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
SUPERVISORY RESPONSIBILITIES:
Supervises students.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE:
Master's degree in Education, Educational Leadership, or a closely related field.
Minimum of three (3) years of successful experience working with secondary students in education, counseling, behavioral intervention, student support services, social work, youth development, or a related field.
Preferred:
Administrative, leadership, or program coordination experience within a school setting.
Experience with alternative education, credit recovery programs, dropout prevention initiatives, or student re-engagement programs.
Experience leading restorative circles, restorative conferences, and school-wide restorative culture initiatives.
Experience implementing restorative practices, behavior intervention strategies, conflict resolution, and social-emotional learning supports.
Experience working with at-risk, disengaged, or high-needs student populations.
Experience facilitating individual and group interventions focused on behavior, attendance, engagement, and student success.
Knowledge of Multi-Tiered Systems of Support (MTSS), trauma-informed practices, and student support frameworks.
Experience collaborating with community agencies and family support organizations.
Ability to analyze student data and develop individualized intervention plans.
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Indiana teaching license required.
Valid Indiana administrator license preferred.
Valid Indiana driver's license to travel between district locations as required.
LANGUAGE SKILLS:
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Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, and government regulations.
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Ability to write reports, business correspondence, and manuals.
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Ability to write proposals effectively to secure funds for the corporation.
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Ability to present information and to respond to questions effectively from groups of administrators, teachers, school board members, parents, students, and the general public.
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Ability to communicate using correct grammar.
MATHEMATICAL SKILLS:
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Ability to work with mathematical concepts such as probability and statistical inference.
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Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
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Ability to prepare, project, monitor, and revise multiple budgets.
REASONING ABILITY:
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Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
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Ability to interpret an extensive variety of instructions in mathematical or diagram form and deal with several abstract and concrete variables.
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Ability to use available information and develop realistic long-term and short-term plans for curricular goals.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, hear, and drive from one building to others.
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Required to reach with hands and arms and frequently to stoop, kneel, crouch, and crawl.
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Must occasionally lift and/or move objects which weigh fifty pounds or more.
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Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and ability to read small print.
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Regularly required to perform the same hand, arm, and/or finger motion many times.
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Must occasionally lift and/or move up to 50 pounds.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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The noise level can vary from quiet to very loud, depending on daily activities within the work environment, such as the number of people in the room.
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The work environment is frequently interruptive as the employee must meet multiple demands from many people.
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The employee must constantly work to meet deadlines and must report to work on time.
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Frequently, the employee must work irregular and/or extended hours.
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The employee must report to activities on time.
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The work environment includes inside and outside areas.
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The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollens, trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
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The employee may be exposed to CRT's.
Americans with Disabilities Act (ADA)
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.
