Maryland 9th Grade Success Coach

• Work collaboratively with high schools in Baltimore to develop processes, structures, and tools for maximizing 9th Grade On Track Rates.
• Build partnerships with identified school principals and 9th Grade Teams to improve 9th Grade On Track rates through analyzing attendance, course performance, and behavior data.
• Coach 9th Grade Success Team Leads to build their capacity to successfully perform their role in leading change; effectively facilitating meetings, data analysis, and problem-solving; and creating conditions that support overall student success.
• Maintain ongoing communication with school leaders and select school staff, record, and document contacts and progress.
• Support school-based 9th Grade Success Team Leads by establishing team roles, norms, and protocols that organize the team for success and allow for the routinization of best practices.
• Use the CHSS research and change theories to guide school-based coaching and the development and implementation of systems for monitoring and addressing student progress and supports.
• Support schools with implementing tools and systems for documenting process and outcome measures, including but not limited to notes, objectives, and outcomes of 9th Grade Success meetings.
• Support schools by developing a tiered system of supports and interventions for students at-risk of missing their 9th Grade On Track benchmarks.
• Ensure that team meetings are set up with clear connections to team goals and objectives; ensure meeting agendas have clear accountability structures identifying responsible parties and timelines – for what, to whom, and by when.
• Establish regular meeting schedules with partner school principals.
• In collaboration with partner principals, establish 9th Grade Success Team goals and benchmarks, and determine the specific data, data sources, and inquiry/intervention cycles that will be employed to support progress monitoring and evaluation.
• Participate in regularly scheduled 9th Grade Success Coach trainings and supervision with the CHSS team and the national director.
• Provide regular and as-needed reports on implementation and progress toward 9th Grade Success goals and benchmarks.
• Conduct ongoing needs assessment to help identify structural or resource gaps, and to inform resource allocation and or funding strategy.
• Identify and co-facilitate cross-functional collaboration with other school teams whose work intersects.
• Co-facilitate professional learning around 9th Grade Success for partner schools and more broadly as part of CHSS’ professional development offerings.
• Support partner schools by organizing 9th Grade Success events in recognition of students’, teachers’, and families’ efforts toward improving student outcomes; and
• Organize quarterly network collaboratives of partner schools for learning, practice sharing, and engagement.

• Passionate and unwavering belief that all children can and must graduate from high school.Minimum of 10 years’ experience in school improvement, preferably at the high school level.
• A commitment to self-reflection, examination of identity, and role in systems of oppression and challenging inequities.
• Proven ability to build relationships with and communicate effectively with people at different levels of an organizational hierarchy.
• Experience coaching, evaluating, and supervising teams.
• Proven ability to manage for results.
• Proven ability to analyze and synthesize data to help define challenges, set goals, measure progress, and solve problems.
• Innovative and entrepreneurial with a record of generating innovative ideas to solve sticky challenges.
• Strong facilitation skills and demonstrated knowledge of adult learning principles.
• Eagerness to participate in ongoing professional development and team and self-evaluation.
• Outstanding written and verbal communication skills.
• Excellent organizational and project management skills and ability to effectively prioritize multiple tasks, manage a calendar, and meet deadlines.
• Ability to respond with flexibility to demands and requirements, and adjust to ambiguous circumstances and change.
• Valid driver's license, an acceptable driving record, access to reliable transportation, and the ability to travel within the state of Baltimore and out of state travel as needed.

• Principal or assistant principal experience, preferably at the high school level.
• Master’s in education or related field.

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