Program Manager Two Jobs in Tennessee (NOW HIRING)

Communities In Schools of Tennessee (CISTN) is a nonprofit that partners with K-12 public schools to surround students with a community of support empowering them to stay in school and achieve in life. With a budget of almost $12M, we support 85+ employees in 60+ schools that serve more than 30,000 students and families across Tennessee.

As part of the CIS national network, CISTN achieves this mission by placing program managers in schools across the state to provide school-wide interventions and case managed services for students in need.

To best support the students, families, schools, community partners, and our staff members involved in this work, CISTN staff and board members center all decisions, actions, and services on the following core values:

1. Integrity – We openly share how our work is done, and we hold ourselves accountable to the commitments we make.

1. Empathy – We intentionally build relationships so we can learn about people’s stories, validate their experiences, and deepen our understanding of situations different from our own.

1. Equal Opportunity – We identify and work towards removing barriers, so everyone has the opportunity to achieve.

1. Authenticity – We create space for the people we work with, and for, to be their truthful, complete selves without judgement.

1. Collaboration – We bring people together to plan and take action in our work, understanding we make lasting change in partnership with one another.

Program managers provide direct services to students and their families, including, but not limited to: counseling, student support, youth development, and resource development practices. In this role, Program Managers develop meaningful and long-lasting relationships with students and their families, advocate for their needs, connect families to needed community services, and develop programming tailored to the needs of the school community.

Program managers report to their assigned regional Program Director.

Program managers will:

• Engage a school support team that works closely with school administrators, staff, and teachers in the implementation of the CIS model. The team may include other CISTN employees, volunteers, school faculty/staff and/or other community partners. This process will include building and nurturing school staff relations, relationships to school and community, and the engagement of volunteers for the delivery of services.
• Lead the annual needs assessment process. This process is based on data collected by districts and schools as part of overall school improvement plans, surveys and discussions with staff, parents and students, and evaluation results from the previous year. The goal is to identify gaps in services that may prevent chronic absenteeism, social emotional learning/behavioral challenges, student, and family disengagement, etc.
• Develop and implement a school support plan. Write a plan of services they will provide for the school year that addresses the gaps identified in the needs assessment, written in coordination with the school support team and principal. Ensure that all services identified in the school support plan are delivered throughout the school year and are associated with measurable objectives. Services include school-wide services available to all students (Tier I), small group services (Tier II), and intensive, individualized services (Tier III). Where appropriate, bring in outside partners to provide services identified in the school support plan.
• Monitor and adjust services. Lead the school support team in regularly monitoring and adjusting services from the school support plan as needed to maximize effectiveness and impact, including monthly and quarterly progress monitoring.
• Manage an annual budget. Every Program Manager is provided with a discretionary supply budget to purchase materials related to their school support plan. Program managers write their budget every school year and manage their spending on their budget.
• Provide case management: Recruit 10% of enrolled students (between 25-50 students) who need more intensive support to case manage throughout the school year. These students receive Tier II and Tier III services which include monthly check ins, student needs assessments and student support plans tailored to their individual needs. Will often include a high level of interaction/engagement with the student’s family members, including home visits.
• Advocacy: Advocate on behalf of case managed students and families, in addition to the designated community at large to include but not limited to participating in official and unofficial student meetings, IEP meetings and MTSS meetings as allowed by school administration.
• Attendance: Collaborate with the school attendance team to support school wide attendance initiatives. Responsible for tracking progress towards meeting student and school wide attendance goals.
• Recruit and engage community partners and volunteers. Build relationships with outside partners to provide services identified in the school support plan, where appropriate. Outside partners could include other nonprofit or community agencies who provide services inside the school or serve as referral sources, individuals who volunteer with individual students or on school projects, or local churches/neighborhood associations to provide in-kind donations, among others.
• Manage data entry. Routinely utilize the CIS National database to enter data about the spectrum of services provided, including profiles and comprehensive support notes for all case managed students, as well as provide regular updates on progress towards school and student goals. Access school district’s student information system (SIS) to monitor student progress and pull data.
• Evaluate the effectiveness of achieving school and student individualized goals. Lead the school support team in implementing a systematic data collection plan to evaluate the effectiveness of services in achieving school-wide goals such as family engagement, SEL, and college and career readiness and addressing the needs of case managed students.
• Prepare regular reporting. Provide monthly, quarterly, and end-of-year reports for school and affiliate leadership, which are instrumental in planning services for the following year, as well as contribute to affiliate level reports for partners, CISTN, and the Communities In Schools national office.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The statements contained herein describe the scope of the responsibility and essential functions of this position but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other areas to cover absences or relief to equalize peak work periods or otherwise balance the workload. Other duties may be assigned by the CEO, CPO, VP of Programs, or Program Directors as required.

The core competencies for the Program Managers includes, but is not limited to:

• Programming Implementation: Consistently identifies needs at one-on-one, small group, and school-wide levels, tailoring interventions to meet the diverse needs of students and families. Utilizes student and family input alongside evidence-based programs to inform intervention strategies. Routinely evaluates the effectiveness of interventions, adjusting services as needed to ensure optimal outcomes.
• Communication Skills: Clearly and concisely communicates technical information and data results to various audiences. Tailors communication strategies to different stakeholders and ensures messages are clear, consistent, and culturally responsive.
• Relationship Building: Develops and maintains positive relationships with internal and external stakeholders. Utilizes effective communication strategies to engage stakeholders and advance the organization's mission.
• Decision Making & Problem Solving: Analyzes complex problems, identifies underlying causes, and consults appropriate resources to make informed decisions in a timely manner. Takes accountability for decisions and ensures proposed solutions are thoughtful, inclusive of varied perspectives, and responsive to the needs of different stakeholders.
• Administrative Proficiency: Navigates internal systems, software, and databases efficiently, with minimal intervention. Consistently completes data entry and reporting accurately and on time. Manages department budgets effectively.
• Cultural Competence: Demonstrates a clear understanding of racial and other forms of discrimination, including but not limited to