JOB TITLE: Jobs for Alabama’s Graduates (JAG) Teacher
REPORTS TO: Principal
JOB SUMMARY
The JAG Multi-Year Specialist takes personal responsibility for ensuring that high school students who are at risk of dropping out of school and/or failing to successfully transition into the workplace achieve expected outcomes, including graduation and placement into postsecondary education, the workforce and/or the military. To achieve the expected outcomes, the JAG Specialist will provide targeted youth with employability and life survival skills through classroom instruction based on JAG’s high school competencies, guidance/counseling, academic remediation, work-based learning experiences, summer activities, postsecondary, and career advisement and provides a twelve-month follow up period following graduation. This position is a full-time, year-round position dedicated 100 percent to the implementation of the JAG Model and responsible for delivering the JAG High School Curriculum. The Specialist is responsible for reinforcing the competency-based lessons during other periods of time in which students and graduates are engaged in the JAG Multi-Year Program.
SUPERVISORY RESPONSIBILITIES
None.
ESSENTIAL DUTIES AND RESPONSIBILITIES
- Establish positive and on-going supportive relationships with students, families, principals, administrators, and school faculty to support students in the JAG Multi-Year Program.
- Collaborate with school counselors, advisors, community resources, and teachers to support and reinforce the curriculum and to consistently build support for academic success, career exploration, goal setting, leadership development, college planning, personal counseling, either directly or through linkages in the community to assist in overcoming barriers to graduation and/or success in the workplace.
- Analyze student data and barriers and confers with the JAG advisory committee (or School Success Team) to identify and develop a pool of qualified students in need of intensive academic support such as tutoring, extended learning, mentoring, and counseling. Students with multiple barriers to success will be candidates for the program.
- Deliver the curriculum for the targeted students in grades 9- 12, ensure they receive competency in the 37 core competencies through classroom instruction and Project Based Learning, and as many of the 87 total high school competencies during their high school participation in the JAG program.
- Administer testing including JAG pre-/post-tests to students in the classroom and document results in the data management system (e-NDMS).
- Monitor basic skills improvement (TABE or CASAS); provides academic support and remediation including access to tutoring, study skills, credit recovery to show gains as students’ progress toward graduation.
- Develop, implement and update monthly individualized development plan (IDP) with all students on the program roster.
- Monitor the attendance, credits needed for graduation, college prep course selection, enrollment in AP and dual credit courses.
- Serve as a student advocate when collaborating with school staff in developing intervention plans for struggling students and assists in implementing/referring interventions as appropriate.
- Advocate for the program and creates an employer marketing plan to develop a pool of effective community support resources by working with employers, parents, civic groups, and community leaders to build awareness of and support for this unique program; develop service-learning projects, creates a pool of classroom speakers, participates in public relations activities, attends meetings, and speaks to community groups.
- Conduct parent/family outreach and education activities to the students to strengthen family/school partnerships and facilitate career exploration, college selection and financial planning.
- Build appreciation for teamwork among students, sense of belonging and commitment to service learning among students by organizing and serving as advisor to the Career Association; create opportunities through hands-on activities, guest speakers and workshops; and organize civic and social development opportunities.
- Collaborate in supporting a smooth transition between grades; partners closely with other JAG Specialists to support students through continued participation in high school classrooms as appropriate.
- Provide supportive services to program participants for the 12-month follow-up period post-high school graduation to ensure successful transition to postsecondary education, employment and/or military. If students are non-graduates, JAG Specialists will provide support services to these students to ensure attainment of diploma or GED during the follow-up period. Employers and/or postsecondary advisors are to be contacted 6 times during the 12-month follow-up period to ensure accuracy of data and continued student support.
- Comply with all documentation requirements from JAG Manager in a timely fashion including student contacts and activities, employer and community organization contacts, and other groups; develops and maintains a well-organized filing and retrieval system for the class. Utilizes e-NDMS for developing student rosters for the classroom.
- Use effective collaboration skills to work as an effective team membe
- Assist in planning and coordinating appropriate professional learning opportunities.
- Participate successfully in training programs, professional development, or other learning to increase skill and proficiency related to job performance and leadership.
- Demonstrate the ability to multi-task, delegate, and prioritize those tasks appropria
- Maintain confidentiality regarding school/workplace m
- Demonstrate initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility.
- Model and maintain high ethical standards.
- Respond to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive m
- Maintain and submit required reports, records, and correspondence in a timely and accurate m
- Adhere to school system rules, administrative procedures, local Board policies, and state, federal, and local regulation
- Report absences and take leave in accordance with Board policies and procedures.
- Perform other job-related duties as assigned by immediate superviso
MINIMUM QUALIFICATIONS
- Hold or ability to receive a valid Alabama professional educator certificate. Certification in counseling preferred.
- Three (3) years of successful classroom experience at the secondary level.
- Ability to meet the suitability criteria for employment and/or certification licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457.
- Possess and maintain a valid Alabama Driver’s License.
- Provide personal transportation or have access to appropriate transportation in order to meet job requirem
- Ability to interpret the impact of legislation, state Board regulations, and policies as they relate to curriculum and instruction within our school system.
- Demonstrated proficiency in oral and written communication skills.
- Ability to identify and solve problems as a productive team mem
- Ability to use technology to communicate, to manage data, and to produce/submit required reports, correspondence, and/or financial inform
- Knowledge of school system operations necessary for the effective supervision of curriculum and instruction.
- Ability to supervise and evaluate designated personnel, manage budgets, and develop curriculum and programming specific to the needs of students.
- Physical mobility, dexterity, strength, and visual acuity to perform essential duties of
- Ability and willingness to work a flexible schedule.
- Ability to be punctual and in regular attendance.
- Such alternatives to the above qualifications as the Board may require.
PROFESSIONAL CONDUCT
Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to TCSS policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system and/or violates the Alabama Code of Ethics.
FLSA STATUS
Exempt
The above statements are intended to describe the general nature and level of work being performed by employees assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and duties required of those in this classification.
