Crew Coordinator Jobs in Spring, TX (NOW HIRING)

Job Summary: Works to create and enhance a robust culture of achievement and respect where high expectations and results are the norms. Responsible for bridging academics and enriching school climate by building in restorative practices, and culturally relevant tiered responses to intervention that supports campus and district goals. Understands what it looks like to develop a practice of culturally relevant pedagogy that is rooted in love and leads to student-centered instruction. Expert in designing learning experiences and capstones that support students in making sense of their community, national, and global identities, and eager to develop skills in successfully leading young people to grow in their non-cognitive skills and understanding of social justice issues. Holds a constructivist orientation toward education which is demonstrated by instructional strategies that pull knowledge out of students, offer student choice, and orient administrators, teachers, staff, and students to learn from each other.

The Counselor/Crew Coordinator will:

• Facilitate a collaborative school culture through strategic activities

• Facilitate the implementation of the CREW model across the district

• Train teachers in Restorative Practices

• Serve as a member of the Equity Committee and staff interview team

• Support the selection of Student and Parent Ambassadors

• Support the Community Engagement Specialist

• Attend ARDs with the Special Population Department

Other Duties and Responsibilities:

1. Collaborate with colleagues (leadership and school-wide meetings, professional development days, the professional development institute)

to continuously improve personal practice, instruction, assessment, and student achievement, as well as the overall goals and mission of the

school and district.

2. Planning, implementing, and leading campus and district-wide CREW meetings using Restorative Practices

3. Building capacity amongst organizational staff to implement CREW curriculum and programming with fidelity

4. Identifying and building capacity among students to serve as peer CREW leaders to implement CREW conception vision and mission at the student level.

5. Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in leadership and teacher improvement.

6. Reflect critically upon leadership experience, and identify areas for further professional development as part of a professional development plan that is linked to school and network goals, listen thoughtfully to other viewpoints, and respond constructively to suggestions and criticisms.

7. Use feedback to inform and update campus CREW development plans.

8. Fulfill all outlined and related functions professionally, timely, and thoroughly.

9. Assists campus administration to develop, revising, and evaluating CREW processes, procedures, and resources. Assists campus administration in leading campus/district-based discussions regarding effective instructional strategies, activities, and lessons, and promotes district curriculum implementation.

10. Implements CREW processes collaboratively, including reinforcing teacher practices in the use of summative and formative assessment. Participates in the problem-solving model for CREW with the continuous reflection of data to enhance Tier 1 instruction/curriculum.

11. Leads conversations with the administrative team in the problem-solving CREW (including PBIS/Restorative processes), model, to discuss The Rhodes School student data in order to align interventions and guide instructional decisions

12. Promotes K-12 vertical alignment as it pertains to Curriculum, Instruction, and Assessment. Analyzes technology integration as a vehicle for instruction.

13. Examination of classroom, campus, district, and state assessment data (on trends with regard to teachers, grade level teams, individual student performance, programs or processes, and demographics) to assist in decision-making and action planning.

14. Participation in a collegial group of district and campus instructional leaders united in their commitment to student learning across campuses through continuous support and collaboration. Collective learning focused on developing personal efficacy for job-embedded professional development.

15. Maintain professional behavior, and promote a positive image, appearance, and work ethic to represent the District in a positive manner at all times and work in a team environment that supports the vision and mission of the District.

16. Maintain a positive and effective relationship, good judgment, and decision-making with coworkers, supervisors, other district personnel, outside agencies and organizations, parents, and the community.

17. Ability to communicate effectively, both oral and written, technical and complex assessment data and concepts to a varied audience

utilizing tact and diplomacy and maintaining effective working relationships that include the general public, policymakers, school administrators, teachers, parents, students, and other measurement professionals.

18. Maintains confidentiality of privileged and sensitive information when received and distributed to appropriate designees.

19. Promote communication with parents and others in the community concerning the mission of the district and the accompanying products and services, participating in and supporting community collaborative activities; and providing educational outreach into the community. Provide two-way communication with principals, teachers, staff, parents, and the community.

20. Demonstrate skill in conflict resolution with administrators, parents, teachers, staff, and the community. Monitor professional research and

disseminate ideas and information to other professionals.

21. Responsible for identifying and evaluating students for the Gate program. Meet and supervise projects with the students, in addition to taking them on field experiences

22. Manage the district master schedule. 

23. Oversee grade verification and changes.

Education: Master’s degree in Counseling from an accredited college or university recognized by the US Department of Education.

A valid Texas counseling certificate or obtaining a probationary Texas counseling certificate within 30 days from the date of hire is required.

Work Experience: Minimum three years of successful K-12 teaching experience

Competencies:

● Knowledge of Assessment of and Learning

● Knowledge of adult learning and the ability to develop relationships that facilitate learning

● Skill in modeling best practice instruction in classrooms

● Skill in operating MS Office (Word, Excel, PowerPoint) and Google (Sheets, Docs, Slides)

● Ability to maintain the confidentiality of privileged and sensitive information

● Ability to positively impact systematic change within the campus and district in accordance

with district goals

● Trained in Restorative Practices

● Grant Writing

● Ability to plan and provide prescriptive professional development aligned with district goals

● Ability to organize and manage multiple complex tasks simultaneously and independently to

meet deadlines.

● Ability to communicate effectively (verbally and written) utilizing tact and diplomacy to maintain effective working relationships

Equipment Used: Microsoft Office, Google, Office equipment (e.g., computer, copier). General Knowledge of district policies and school law.

Working/Environmental Conditions/Mental Demands/Physical Demands:

● Maintain emotional control under stress

● Frequent prolonged and irregular work hours

● Frequent interruptions

● Flexibility to maximize teacher learning and schedules

● Occasional travel outside of school district boundaries

● Workload is deadline driven

● Prolonged use of equipment and computer and repetitive hand motions

● Frequent contact with parents, community, and/or other districts/campus employees

● Daily attendance and punctuality are essential functions of the job

● Offices are “open” with multiple employees working in large open rooms containing two or more desks and equipment.

● Requires tasks sitting, standing, bending, walking, and climbing with frequent use of hands and bends wrists, neck, back, and arms. Lifting up to 20 lbs.

● Daily attendance and punctuality are essential functions of the job.

Fund Source:  Fund 211 Title I, Part A – 100% (if not 100%, then indicate percentage)

This position is contingent upon continued availability of grant funds and meeting program evaluation criteria.
Title I, Part A funded positions may perform no duties outside the intent of the Title I, Part A program.

PERFORMANCE EVALUATION: Job performance is evaluated according to policy provisions and contractual agreements adopted by The Rhodes School.

The Rhodes School is an equal opportunity employer. This job description identifies general responsibilities and is not intended to be a complete list of all duties performed. This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, program/curriculum changes, and unforeseen events.