Engagement Specialist - Franklin MS - .75 FTE

Cedar Rapids Community School District; Cedar Rapids (IA); Vor Ort; USD 38.000 - 46.000; Teilzeit

Benefits dieser Stelle

Health insurance

Dental insurance

Vision insurance

Illness leave

Paid holidays

IPERS eligibility

Zusammenfassung

Cedar Rapids Community School District is seeking an Engagement Specialist for Franklin Middle School. This .75 FTE role focuses on removing barriers to student success through behavioral, attendance, and family-centered supports.

The position reports to the Building Principal with MTSS support and requires a Bachelor's degree in human services and two years of related experience. Equity and confidentiality are emphasized.

Qualifikationen

• Bachelor's degree in human services or other related program of study.
• Minimum two years of work experience in social service programs serving youth and families.
• Driving record satisfactory to the District and District's insurance carrier required.

Aufgaben

• Participate in PBIS and behavior intervention meetings to support school-wide systems.
• De-escalate behaviors with a trauma-informed lens and assist reintegration to class.
• Model self-agency and empower students to problem-solve.
• Apply an assets-based framework when helping students in crisis.
• Collaborate with staff to deliver school-wide SEL programming.
• Engage families as partners in student needs and coordinate with community resources.
• Monitor attendance and behavior data to identify and address risks.

Kenntnisse

PBIS proficiency

Trauma-informed

Relationship building

Data interpretation

Communication skills

Crisis de-escalation

Ausbildung

Bachelor's degree in human services or related field

Tools

Google Suite

Student information systems

Data tracking systems

Jobbeschreibung

Engagement Specialist - Franklin MS - .75 FTE

Cedar Rapids Community School District Franklin Middle School - Cedar Rapids, Iowa Open in Google Maps

Job Description

JOB SUMMARY:

The Engagement Specialist is a dedicated advocate for student success, operating with the unwavering belief that all students can achieve when provided with the right supports. This role focuses on removing barriers through behavioral, attendance, and family-centered interventions. By utilizing an assets‑based approach, the Engagement Specialist identifies the strengths of students, families, and staff to foster a positive school culture. As a key member of the building's Multi‑Tiered System of Supports (MTSS), they ensure that every student has the opportunity to engage fully with their education and reach their highest potential.

ORGANIZATIONAL AND REPORTING RELATIONSHIPS

The Engagement Specialist will report directly to the Building Principal with support from the Executive Director of Student Servicesor designee and will have a working relationship with building staff, district staff, families, and community agencies.

ESSENTIAL JOB FUNCTIONS

The essential functions as shown below represent the key areas of responsibility 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 job functions.

• Participating actively in PBIS and behavior intervention meetings to ensure school-wide systems support positive student outcomes.
• De‑escalating behaviors with a trauma-informed lens, facilitating a student's successful reintegration into the classroom.
• Modeling and facilitating self‑agency, empowering students to problem‑solve and recognize their own capabilities.
• Applying an assets-based framework when developing and implementing strategies for students in crisis, focusing on student strengths rather than deficits.
• Collaborating with staff to deliver school-wide social, emotional, and behavioral programming that reinforces a positive school climate.
• Family & Community Partnership
• Engaging families as essential partners, meeting them at school, in their homes, or in the community to collaborate on student needs through an assets-based lens.
• Building positive, respectful relationships with parents, staff, and community stakeholders, communicating with the belief that every family has valuable contributions to make to their child's success.
• Connecting youth and families to social services and community agencies, advocating for the resources necessary to ensure student achievement.
• Monitoring student attendance and behavior data to identify and address conditions that place students at risk, implementing proactive plans of support.
• Maintaining accurate records of interactions with students and families to ensure continuity of care and service coordination.
• Supporting staff by sharing strategies that align behavioral and attendance interventions with the goal of academic achievement.
• School Integration & Professionalism
• Serving as a collaborative member of the school staff, attending support team meetings to ensure a unified approach to student success.
• Providing up to 30 minutes daily supervision duties (e.g., lunch, recess), modeling positive behavioral expectations for students in all settings.
• Representing the school professionally, maintaining high standards of confidentiality and reflecting the district's commitment to equity and student potential.
• Other duties as assigned by the Superintendent

KNOWLEDGE, SKILLS, AND ABILITIES

All candidates should either possess these skills or be willing to engage in professional learning once hired. All acting Engagement Specialists engage in ongoing professional learning to ensure knowledge, skills, and abilities are grown and maintained at a level of excellence.

• Mindset & Philosophy
• Assets-Based Perspective: The ability to view students, families, and colleagues through a lens of strength and potential rather than risk or deficit.
• Equity & Achievement: A core belief that all students can achieve and a commitment to identifying and removing the barriers that prevent it.
• PBIS Proficiency: Knowledge of Positive Behavioral Interventions and Supports, with the ability to implement these frameworks with fidelity.
• Strength-Based Communication: Proficiency in communicating clearly and respectfully with diverse populations, always maintaining a focus on collaborative problem-solving.
• Crisis & De-escalation: Mastery of de-escalation and behavior management techniques that preserve student dignity and promote reintegration.
• Systemic Problem-Solving: An orientation toward continuous problem-solving and the ability to multitask in a fast-paced environment.
• Data Integrity: The ability to read, analyze, and interpret student data to inform interventions and report on progress.
• Resource Advocacy: Extensive knowledge of community resources and the ability to navigate complex systems to advocate for student needs.

OTHER DUTIES Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the team member for this job. Duties, responsibilities and activities may change at any time with or without notice.

EXPERIENCE REQUIREMENTS

Required:

• Bachelor's degree in human services or other related program of study
• Minimum two years of work experience in social service programs which provide services to youth and families.
• A driving record satisfactory to the District and the District's insurance carrier required

Preferred:

• Experience with Multi-tiered Systems of Support such as Positive Behavior Intervention Systems (PBIS)
• Experience with Restorative and Trauma-informed practices.
• Experience working with youth in a school setting
• Fluency in Google suites, as well as ability to master student information systems, data tracking systems and other technology required to complete job duties

INTELLECTUAL/MENTAL REQUIREMENTS

• Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations.
• Ability to effectively write reports and communications to students, colleagues, parents and staff.
• Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.
• Ability to solve problems effectively.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

ENVIRONMENTAL AND PHYSICAL ACTIVITY REQUIREMENTS

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.

• While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear.
• The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches.
• The employee continuously uses hand strength to grasp items.
• The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job.
• The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes.
• The employee will sometimes push/pull items such as tables and carts.
• Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
• The noise level is often quiet but may become loud in large group settings.

The position requires the commitment of professional working hours that may require the employee to extend beyond the school day specific to the building they support. The employee will frequently work in different areas of the school including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors or when supervising students outside of the classroom.

COMPENSATION

• $34,500.00 annual salary (prorated based on number of working days remaining in working calendar)
• IPERS eligibility
• Health, dental, and vision insurance options
• Illness leave and paid holidays

WORK DAY

• Six hours per day, start time and end time as arranged
• .75 FTE, full time, benefits eligible
• 196 day annual working calendar

AN EQUAL OPPORTUNITY EMPLOYER

The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned. The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.

Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact Human Resources at 319-558-2747.

Position Type: Part-time

Equal Opportunity Employer

All employers submitting a job opening for posting on the Teach Iowa system will not discriminate in hiring on the basis of race, ethnicity, national origin, gender, age, physical disability, sexual orientation, gender identity, religion, marital status or status as a veteran. A bona fide religious institution may choose to exercise the allowances in Iowa Code section 216.6.(6)d. Employers may have additional developed specific equal employment opportunity policies and procedures; please check with employers.

Job Requirements

Contact Information

• Human Resources
• 2500 Edgewood Road NW
• Cedar Rapids, Iowa 52405
• Phone: [phone]
• Email: [e-mail]