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Communities In Schools Jobs (NOW HIRING)

Ampersand Therapy

School Psychologist

Huntley, IL

... in schools. Job Details * Start Date: 2026-2027 School Year * Schedule: Full-Time opportunities * Setting: In-Person * Location: Huntley Community School District 158 * Primary Duties: * Student ...

Ampersand Therapy

School Psychologist

Huntley, IL · On-site

... in schools. Job Details * Start Date: 2026-2027 School Year * Schedule: Full-Time opportunities * Setting: In-Person * Location: Huntley Community School District 158 * Primary Duties: * Student ...

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How much do communities in schools jobs pay per hour?

As of Jun 19, 2026, the average hourly pay for communities in schools in the United States is $22.92, according to ZipRecruiter salary data. Most workers in this role earn between $18.99 and $25.00 per hour, depending on experience, location, and employer.

What are some common challenges faced by site coordinators working for Communities In Schools, and how can they effectively manage them?

Site coordinators at Communities In Schools often face the challenge of balancing the diverse needs of students, navigating limited resources, and collaborating with both school staff and community partners. Effective coordinators prioritize clear communication, strong organizational skills, and proactive relationship-building to manage these responsibilities. They also leverage available support networks and ongoing professional development to address barriers and ensure students receive comprehensive support. Flexibility and adaptability are key traits for overcoming unexpected challenges in this dynamic, student-centered environment.

What is the difference between Communities In Schools vs School Counselor?

AspectCommunities In SchoolsSchool Counselor
CredentialsVaries; typically background in social work, education, or counselingState certification or licensure as a school counselor
Work EnvironmentNonprofit organizations within schools, community settingsSchool settings, classrooms, counseling offices
Employer & IndustryNonprofit organizations partnering with schoolsPublic or private schools
Primary FocusConnecting students with resources, community support, and servicesProviding academic, emotional, and career counseling to students

Communities In Schools and School Counselors both aim to support student success but differ in scope and setting. Communities In Schools focuses on connecting students with community resources, while School Counselors provide direct academic and emotional support within schools.

What is Communities In Schools?

Communities In Schools (CIS) is a national nonprofit organization dedicated to supporting students in public schools by providing resources and connecting them with community services. The goal is to help students stay in school, improve their academic performance, and ultimately graduate. CIS places staff on school campuses to work directly with students and their families, addressing both academic and non-academic barriers to success. Their services can include mentoring, tutoring, counseling, and basic needs assistance.

What are the key skills and qualifications needed to thrive as a Communities In Schools Site Coordinator, and why are they important?

To thrive as a Communities In Schools Site Coordinator, you need a background in education, social work, or counseling, often supported by a relevant degree and experience working with youth. Familiarity with case management software, student information systems, and data tracking tools is typically required. Exceptional interpersonal skills, cultural competence, and the ability to build strong relationships with students, families, and community partners set high performers apart. These skills ensure students receive coordinated support and resources, leading to improved academic and personal outcomes.
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What cities are hiring for Communities In Schools jobs? Cities with the most Communities In Schools job openings:
What states have the most Communities In Schools jobs? States with the most job openings for Communities In Schools jobs include:
What job categories do people searching Communities In Schools jobs look for? The top searched job categories for Communities In Schools jobs are:
Communities In Schools jobs near you
Infographic showing various Communities In Schools job openings in the United States as of June 2026, with employment types broken down into 30% Full Time, 54% Part Time, 15% Contract, and 1% Nights. Highlights an 94% Physical, 1% Hybrid, and 5% Remote job distribution, with an average salary of $47,665 per year, or $22.9 per hour.

Job Opportunity: Graduation Coach and Virtual Mentor - Adrian Community Education Center

Adrian Public Schools

Adrian, MI • On-site

$21.88/hr

Other

Posted 3 days ago

Job description


PAYRATE
$21.88/Hr.
Total of 1,274 Hours
Funded by 31a at risk funds.
SUMMARY
Graduation Coach and Virtual Mentor to provide students with attendance and academic support in their virtual program to be successful.
The Graduation Coach and Virtual Mentor will work with at-risk students to support students in academics, attendance, and social-emotional needs.  Such strategies would be tutoring, making home visits, monitoring academic progress in courses, and other support systems. 
REPORTING RELATIONSHIPS
The Graduation Coach and Virtual Mentor reports to the Principal.
QUALIFICATIONS/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.  The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.
ESSENTIAL DUTIES AND RESPONSIBILITIES
















  • Utilize components of a profile of characteristics of potential dropouts developed by the National Dropout Prevention Network to identify high school students at risk of dropping out.
  • In collaboration with a school's leadership, Instructional Consultant Team and other youth focused service providers help to identify, coordinate or develop appropriate community intervention services or programs.
  • Work with faculty and administrators to develop credit recovery and alternative programming options to meet the needs of at risk students.
  • Attend participate in and redeliver as appropriate all required training provided by MDE, Adrian High School and Communities in Schools.
  • Develop and implement individual, small group, and whole school intervention and prevention strategies to increase the likelihood that students will stay in school and graduate.
  • Work with student's to develop a graduation career plan that includes the best programming options to meet the student's academic needs.
  • Collaborate with middle schools to identify incoming middle school students at risk of high school failure.
  • Collaborate with teachers, counselors and or advisors to assure the continued use of the transition process for 8th graders and freshman to help students successfully adapt to the rigors of the high school.
  • Connect individual students and their parents/guardians with community organizations and programs.
  • Develop or work with local mentoring programs, business and or community coaches to connect individual student with mentors.
  • Provide support and outreach to parents/guardians of at-risk students.
  • Track the progress of individual students and subgroups as they progress toward high school.
  • Conduct and analyze on-going formative and summative evaluation data of program effectiveness.
  • Assist in the administration of student assessments (proctor).
  • Provide and or submit reports to the transformation specialist.
  • Follows all Board policies, state laws and regulations.
  • Provides support to other positions as required.


SUPERVISORY RESPONSIBILITIES
None.
REQUIRED EDUCATION and/or EXPERIENCE
1.  Three (3) to five (5) years teaching/counseling/social work/at-risk youth experience preferred.
2.  Bachelor Degree preferred.
LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES  
Ability to apply knowledge of current research and theory in specific field.  Ability to establish and maintain effective working relationships with students, staff and the community.  Ability to communicate clearly and concisely both in oral and written form.  Ability to perform duties with awareness of all district requirements and Board of Education policies.
Knowledge, skill and ability in the use of e-mail, internet, power point, spreadsheets and word processing.
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.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision.
The demands of extended work days (coverage of building activities and extra-curricular activities, etc.) requires a high level of physical endurance.  This job requires the ability to handle and balance multiple demands at the same time.
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.
The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day.
EQUAL OPPORTUNITY EMPLOYER
Adrian Public Schools is an Equal Opportunity Employer and prohibits discrimination in its policies, employment practices and programs on the basis of race, color, creed, religion, age, height, weight, marItal or familial status, gender, disability, or national origin.




































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