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Description
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.
STUDENT SUCCESS COACH - Lab School
Department: Department of College and Career Readiness
Pay Grade: TCH
FLSA Status: Exempt
GENERAL PURPOSE
The Student Success coach provides a consistent layer of support for students at Oscar Smith Middle School, with an emphasis on those students enrolled in the SmithTech Computer Science Lab School. This position focuses on student success in the areas of academics, attendance, behavior, engagement, and family communication.
The coach works directly with students, families, teachers, administrators, counselors, security staff, and other support personnel to monitor student progress, identify concerns early, coordinate interventions, and strengthen the connection between home and school. A key emphasis of the role is proactive support, addressing academic, attendance, and behavioral concerns before they become significant barriers to student success.
This position will also support the unique structure of the Lab School by assisting with student behavior management, restorative practices, progress monitoring, family outreach, and data collection connected to student support and intervention efforts across the OSM campus.
The Student Success coach will work under the direction of the SmithTech Lab School Administrator and collaborate closely with Oscar Smith Middle School administrators, Old Dominion University staff, Lab School teachers, counselors, security staff, families, and other support personnel. The coach will work at Oscar Smith Middle School.
ESSENTIAL JOB FUNCTIONS
1. Student Success Monitoring
The coach will work with school administration to monitor student progress in academics, attendance, behavior, and overall engagement. This includes reviewing grades, missing assignments, attendance patterns, discipline concerns, participation, and other indicators that may signal a need for support. The coach will identify early warning signs, meet with students as needed, document concerns and interventions, and help students understand expectations related to academics, attendance, behavior, citizenship, responsible technology use, and participation in the Lab School program, as warranted.
2. Academic Support
The coach will collaborate with OSM teachers to identify students in need of academic support or intervention. This may include helping coordinate tutoring, remediation, enrichment, student check-ins, goal setting, organization support, time-management strategies, and follow-up related to assignment completion. The coach will also help ensure that students and families understand course expectations, grading practices, academic requirements, available supports, and specific program responsibilities, as warranted.
3. Attendance and Participation Support
The coach will monitor attendance patterns for OSM students, including absences, tardies, and inconsistent participation (for Lab School events). When concerns arise, the coach will communicate proactively with families, help identify barriers, and support the development of attendance improvement plans as needed. The coach will also follow up with students after absences to help them reconnect with coursework, expectations, and program responsibilities.
4. Behavior and Intervention Support
The coach will support positive student behavior, engagement, and connection to the overall school community. This includes working directly with students, teachers, and administrators to address minor concerns early and prevent issues from escalating. Responsibilities may include:

• Serving as a supportive first point of contact for students referred for minor infractions.
• Helping de-escalate student concerns and guiding students through behavioral reflection.
• Supporting restorative lunch, reflection sheets, goal setting, and mentor follow-up.
• Coordinating student re-entry conversations and restorative follow-up.
• Assisting with intervention plans, behavior contracts, and student support plans.
• Conducting routine check-ins with students currently on behavior or intervention plans.
• Supporting positive behavior incentives and prevention efforts aligned with MTSS.
• Reinforcing expectations for professionalism, collaboration, respectful conduct, responsible technology use, and active participation.
• Assisting with student transitions and providing additional adult presence during times when the Lab School schedule does not align with the broader school schedule.

5. Family Engagement and Parent Outreach
A major focus of this position will be proactive family communication. The coach will help build positive, trusting relationships with parents and guardians. Responsibilities may include:

• Communicating regularly with select families about student progress, attendance, behavior, and engagement.
• Contacting select families before concerns become significant barriers.
• Coordinating parent meetings, conferences, and check-ins.
• Helping families understand Lab School expectations, communication systems, support structures, and available resources (as warranted).
• Drafting intervention plans, behavior contracts, and follow-up communication in collaboration with teachers and administrators.
• Supporting family engagement events, orientation activities, student showcases, and other opportunities that strengthen family connection to the school.

6. Teacher and Staff Support
The coach will support teachers by helping monitor student progress, follow up on concerns, and assist with family communication. The coach will work collaboratively with OSM and Lab School teachers, counselors, administrators, security, and support staff to ensure that student needs are addressed consistently and in a timely manner. This role helps ensure that concerns are not managed in isolation and that students receive coordinated support across academic, behavioral, attendance, and family engagement areas.
7. Data, Documentation, and Communication
The coach will maintain accurate documentation of student contacts, parent outreach, restorative sessions, behavioral incidents, detentions, interventions, meetings, behavior plans, and follow-up actions. This documentation will help school leadership monitor trends, identify recurring concerns, evaluate the effectiveness of interventions, and support data-informed decision-making. All documentation and communication must be handled professionally, confidentially, and in alignment with school and division expectations.
MINIMUM QUALIFICATIONS
Bachelor's degree from an accredited college or university with a teaching endorsement in a related field (preferred), a minimum of five years of teaching experience at the secondary level, and a master's degree is preferred.
KNOWLEDGE, SKILLS, AND ABILITIES
The ideal candidate should demonstrate the ability to:

• Build positive relationships with students, families, teachers, and staff.
• Communicate effectively and professionally with diverse stakeholders.
• Use student data to identify concerns and monitor progress.
• Coordinate academic, attendance, behavioral, and family engagement supports.
• Utilize de-escalation strategies to guide students through reflection and problem-solving.
• Support restorative practices, MTSS, and positive behavior interventions.
• Organize information, maintain records, and manage multiple priorities.
• Work collaboratively with teachers, counselors, administrators, families, security, and support staff.
• Maintain confidentiality, professionalism, and sound judgment.
• Support a positive, student-centered, inclusive, and restorative school culture.

WORKING CONDITIONS & PHYSICAL REQUIREMENTS

• Work environment is primarily inside, where the noise and temperature levels are moderate; the worker is not subject to adverse environmental conditions.
• This is partially sedentary work requiring the exertion of up to 10 pounds of force and a negligible amount of force frequently or constantly to move objects.
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions.