Life Coach (Social Worker/Counselor)

Position Title: Life Coach

Reports To: District Director

Location: Escambia County Acceleration Academies

Salary: $50,000+/year

Job Description

Life Coaches serve as one of the learning resources for our Graduation Candidates (GC), collaborating within a team environment to (1) support GCs both academically and personally through a case management model, (2) develop learning pathways, behavior, and transition plans to improve GC achievement, and (3) ensure that every GC masters the content on the path to high school graduation and post-secondary success.

Job Requirements 

• Education: Bachelor’s degree or higher

• Experience: 2+ years of relevant experience

• License/Certification: School Social Worker credential or LMSW highly preferred

• Background Check: Demonstration of a clear state and federal criminal history 

Core Competencies 

The following core competencies define what the organization requires of its employees to succeed and how we expect overall goals to be accomplished each and every day.

Communication & Interpersonal Skills

Collaboration & Teamwork

Caring & Inclusiveness

Flexibility & Adaptability

Honesty, Integrity & Reliability

Results-Orientation

Role-Specific Competencies 

These competencies are specific to the Life Coach position. 

Relationship Management

Information Management & Data Analysis

Conflict Management & Resolution

Strategic Analysis & Problem Solving

Resiliency & Stress Management

Job Responsibilities

Enrollment

• Support new GC enrollment through recruitment and engagement efforts 
• Assist with the implementation of GC Orientation 
• Collaborate in the development of Personalized Learning Plans(PLP) for GCs
• Guide the GC in the development of his/her schedule to meet attendance requirements
• Assign courses in accordance with the PLP for GCs

Retention

• Collaborate with other staff to ensure that GCs are in attendance as scheduled
• Actively participate in the Retention Cycle Protocol 
• Assist with addressing non-academic barriers that impede the GC from attending the academy
• Advocate and support site-level incentive programs

Academics 

• Demonstrate skills in analyzing and using data for instructional decision-making
• Document and track GC progress, assign academic interventions, support on time course completions as determined by the PLP for GCs
• Maintain all required documentation for graduation including course completion, GPA, and standardized testing requirements
• Implement weekly workshops that focus on non-academic topics

Advocacy 

• Lead group and individual advisory sessions that supports consistent communication between the Graduation Candidate, their parents/guardians, and the Graduation Candidate support team
• Facilitate communications with community organizations to support the removal of non-academic barriers for GCs (health, social services, mental health, law enforcement)
• Complete all required data formulation for all AA reports, including local, state, and federal compliance of all ESE and ELL programs

Perform other related duties as assigned

Additional Qualifications 

• Bilingual preferred (Spanish)
• Proficient understanding of ESE (Exceptional Student Education), ELL (English Language Learner), and behavior intervention practices
• Experience working in a non-traditional school setting and/or with youth who may be considered at-risk

• Demonstrates a commitment and passion for supporting high school aged youth, who have disengaged from a traditional school setting, by creating opportunities for academic and personal breakthroughs 
• (If combined with Career Coach role) Experience reviewing transcripts and general understanding of graduation requirements
• Experience  providing supports, interventions, and counseling services with high school aged youth

• Demonstrates a strong understanding of and comfort with the use of technology in an educational setting. 
• Experience with any of the following: project-based learning, instructional coaching, portfolio assessment, a competency-based education model, cooperative learning, integration of technology and cross-disciplinary learning, alternative assessments and integrating school to career experiences into the curriculum

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. While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee is frequently required to use hands to touch, handle, or feel. The employee is occasionally required to stand; walk; reach with hands and arms and stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision. 

Work Environment and Work Demands

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee may occasionally be exposed to outside weather conditions. The noise level in the work environment is consistent with that of a collaborative school environment.

Acceleration Academies is an Equal Opportunity Employer

The following statements are intended to describe the general nature and level of work to be performed and are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. It is understood that other related duties may be assigned. To perform this job successfully, an individual must be able to perform all aspects of the position, described above satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.