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Student Program Coordinator Jobs in Exeter, NH (NOW HIRING)

Vector Careers Inc

HVAC Program Director

Haverhill, MA · On-site

... coordinating and administering the academic program and student outcomes and activities within the department. For consideration please send resum * e.Leadership or supervisory experience (in the ...

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All JobsStudent Program JobsStudent Program Coordinator JobsStudent Program Coordinator Jobs in Exeter, NH

Student Program Coordinator information

See Exeter, NH salary details

$29K

$55.9K

$96.7K

How much do student program coordinator jobs pay per year?

As of Aug 22, 2026, the average yearly pay for student program coordinator in Exeter, NH is $55,928.00, according to ZipRecruiter salary data. Most workers in this role earn between $42,700.00 and $63,100.00 per year, depending on experience, location, and employer.

What does a student program coordinator do?

A Student Program Coordinator is responsible for planning, organizing, and managing programs or events designed for students, often within educational institutions. Their duties include coordinating logistics, communicating with students and staff, and evaluating the success of programs. They also handle administrative tasks, provide support to students, and ensure that all activities align with the institution's goals. This role requires strong organizational, communication, and problem-solving skills. Student Program Coordinators play a key role in enhancing the student experience by fostering engagement and development.

What are the key skills and qualifications needed to thrive as a student program coordinator, and why are they important?

To thrive as a Student Program Coordinator, you need strong organizational skills, event planning experience, and a bachelor's degree in education, student affairs, or a related field. Familiarity with student management systems, event registration software, and communication platforms like Microsoft Office or Google Workspace is typically required. Exceptional interpersonal skills, problem-solving abilities, and cultural competency help you engage diverse student populations and collaborate with campus partners. These skills ensure effective program delivery, high student engagement, and smooth coordination across various campus initiatives.

What are some common challenges faced by student program coordinators when managing multiple student initiatives simultaneously?

Student Program Coordinators often juggle several projects at once, such as workshops, orientation sessions, and leadership initiatives. Balancing these responsibilities requires strong organizational skills and the ability to prioritize tasks, especially during peak academic periods. Coordinators must also communicate effectively with a diverse group of students, faculty, and external partners to ensure programs run smoothly. Adapting quickly to changes and resolving conflicts are essential parts of the role, but these challenges also provide excellent opportunities for professional growth and leadership development.

What is the difference between Student Program Coordinator vs Student Advisor?

AspectStudent Program CoordinatorStudent Advisor
Required CredentialsBachelor's degree often in education, counseling, or related fieldBachelor's degree in education, counseling, or related field; sometimes a master's is preferred
Work EnvironmentEducational institutions, community programs, non-profitsSchools, colleges, universities, student support offices
Employer & Industry UsageUsed by educational institutions and organizations managing student programsCommonly employed in academic advising and student support services

Both roles involve supporting students, but Student Program Coordinators focus on organizing and managing student programs, while Student Advisors primarily provide academic and personal guidance. Understanding these differences helps in choosing the right career path or job search focus.

What job categories do people searching Student Program Coordinator jobs in Exeter, NH look for?

The top searched job categories for Student Program Coordinator jobs in Exeter, NH are:

Student Program Coordinator jobs near you
Infographic showing various Student Program Coordinator job openings in Exeter, NH as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 17% Part Time, and 4% Contract. Highlights an 96% Physical, 1% Hybrid, and 3% Remote job distribution, with an average salary of $55,928 per year, or $26.9 per hour.

Special Education Coordinator

Tri-Town School Union

Boxford, MA • On-site

Full-time

Re-posted 22 days ago

Job description

Position Type:
Administration/Coordinator
Date Posted:
6/1/2026
Location:
Steward Elementary School
Date Available:
12/01/2026
Job Description
Position: Special Education Coordinator
Reports to:Assistant Superintendent of Student Services and Building Principal
Evaluated by:Assistant Superintendent of Student Services
Qualifications:
  • Massachusetts licensure and 5+ years experience as a Special Education Teacher or Psychologist; Director/Administrator license required
  • Knowledge/ experience in behavior management, Differentiation of Instruction, Reading Disabilities and various specialized programs related to Reading and Dyslexia, and working knowledge of IDEA and state special education regulations, evaluation and IEP meeting/process/development.
  • Excellent oral and written communication and organization skills.
  • Experience with various models of special education service delivery.
  • Strong skills in collaborative problem solving and conflict resolution.
  • Familiarity with Microsoft Office Programs (Word, Excel, Power Point)/and or Google Drive.
  • Knowledge of the Massachusetts Common Core State Standards.

General Areas of Responsibility:
  • Serves as the Chairperson/ Evaluation Team Leader (ETL) for Initial, Re-evaluation and select Annual Review Team meetings, with the authority to commit the resources of the district.
  • Provides supervision of and contributes directly to the evaluation of special education staff, including but not limited to the planning and implementation of curriculum/ instruction and behavior programs, Liaison responsibilities, Student evaluation/testing process/reports, and various paperwork requirements.
  • Serves as a resource to the principals, curriculum specialists, teachers, and other staff members, as well as with parents, regarding special education processes and services.
  • Collaborates with district leadership team(s) to review and monitor students' performance, analyze student performance data and work collaboratively to examine various facets of school programs to determine trends and appropriate directions and/or interventions.
  • Coordinates the program planning process; collects pertinent data from teachers regarding student progress/program needs and ensures Principals and the Administrator of Special Education have accurate and timely information to plan appropriate staffing models, in particular for those students moving between buildings and/or may require program elements different than those currently in place.

Specific Areas of Responsibility:
  • Works with respective principals to plan, implement and monitor various special education programs/models, as well as plan/review protocols regarding the interface between regular and special education support models/ frameworks (i.e.: RtI, CST, Tiered Instructional Models, regular education intervention programs, etc.)
  • Works with respective principals to determine allocation of resources, both monetary and staff, in order to meet projected and evolving needs of students, including creation of and review of both master and individual staff schedules in order to creatively and efficiently deploy staff to meet student needs.
  • Assists in the collection and preparation of data/ documentation related to district and/or Department of Elementary and Secondary Education (DESE) reporting requirements.
  • Reviews students' assessment data, including but not limited to: MCAS, district-wide assessment programs, various interim assessment data results, and analyzes/ interprets result trends for students with disabilities (SWD) in order to assist in both student-specific and district wide planning.
  • Facilitates, coordinates and supervises Initial, Re-evaluation, IEE reviews and select Annual Review special education TEAM meetings, in accordance with the most current state and federal regulations, makes decisions regarding areas of dissent amongst TEAM members, follows up to ensure that all team members complete information on the student's IEP, and that individuals' responsibilities are completed in a timely fashion.
  • Facilitates meetings between various stakeholders to ensure the successful transition of students with IEPs between programs/schools; i.e.: Early Intervention to Preschool, PS to K, Primary to Intermediate grades.
  • Supervises and contributes to the evaluation of Special Education Staff including, but not necessarily limited to:
    • the development of curriculum and instruction programs,
    • assessment (ongoing progress monitoring) of student learning,
    • conducting, interpreting, and writing clear reports based on evaluation data,
    • writing quality IEPs within designated time lines
    • completion of other professional responsibilities
  • Supervises the evaluation of Special Education Instructional Assistants (ESPs) according to district rubric and procedures.
  • Facilitates interpretation of special education mandates, procedures, and state forms for staff members, IEP teams, including parents, as may be necessary.
  • Plans for and provides training for special education aides, general and/or special education teachers, either in groups or as individuals, on various topics related to the special education process, disability types, instructional and/or behavioral/ motivational strategies, and other pertinent topics.
  • Participates in Leadership Team meetings to promote collaboration between general and special education and communicate the interests/needs of special education students and staff to ensure their needs are duly considered in district-level planning.
  • Assists the Administrator of Special Education in monitoring student performance, including serving as the Liaison/Contact person, for select students placed in out of district programs/placements.
  • Assists the Administrator of Special Education, and Principal in special education matters as may be requested.

Work Year: 205 days
FLSA Status: Exempt
Physical Requirements:
1. Mobility and Movement
  • Standing and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
  • Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
  • Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
  • Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
  • Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.

2. Sensory Requirements
  • Visual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).
  • Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.
  • Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.

3. Stamina and Duration
  • Sustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.
  • Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.

4. Safety and Emergency Management
  • Quick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).
  • Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.

Equal Employment Opportunity (EEO) Statement
The Tri-Town School Union (Boxford, Middleton, and Topsfield Public Schools) is an equal opportunity employer. We are committed to maintaining a work environment free of discrimination and harassment. We do not discriminate on the basis of sex, race, religion, color, national origin, sexual orientation, gender identity, homelessness, limited English proficiency, disability, or any other protected class in its educational programs, activities, or employment policies. These protections extend to all applicants and employees.
Applicants are informed that school systems are required to obtain all available criminal offender record information (CORI and SAFIS Background Check per 603 CMR51.00) from the criminal history systems board (CHSB) of any current or prospective employee of the school department.
Revised 01/2026
Salary Scale: $111,000-$122,000

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