PCM CSD is now hiring a student advocate for the 2022-23 school year for our middle school students.

MINIMUM QUALIFICATIONS:

• Minimum of a Bachelor's Degree(s) in social work, human services, psychology, with intention of pursuing a Master's Degree in mental health counseling, social work, or a similar degree.

• Prior job experience preferred

• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

• Preference will be given to candidates interested in pursuing or working towards a Master’s Degree in Social Work or Psychology.

FLSA STATUS: _X_ Exempt ___ Non-Exempt

STATUS: _X_ Full Time ___ Part Time

___ Hourly _X_ Salary

REPORTS TO: Building Principal

JOB GOAL: The student advocate will work collaboratively with school staff and families to identify and coordinate services and supports for students who are at-risk of academic failure through confidential, developmentally appropriate, culturally sensitive interventions, services, and supports. This full-time position will focus primarily on students who have social, emotiona, mental health,l and behavioral problems. This full-time position will serve as the primary liaison for the staff and families for students identified as at-risk with social, emotional, and behavioral intervention plans.

PERFORMANCE RESPONSIBILITIES:

• Work closely with school administrators, staff, and families to coordinate a team approach to addressing the social, emotional, and mental health resource needs of students at risk of school failure and dropping out.

• Collaborate with the at-risk coordinator and school counselor to provide mental health supports and resource to students and families.

• Designs professional learning and participates in grade-level PLCs to build knowledge, skills, and capacity of school staff in responding to and implementing intervention programs, trauma response programs, Youth/child mental health first aid training and implementation, suicide prevention services, and programming

• Provide direct services to students and families including mental health service coordination, mental health service delivery, crisis intervention, family resource, and wraparound services.

• Compiles and interprets data to determine student needs both school-wide and targeted.

• Serve as an essential member of the district SEL-MH team, crisis team, and threat assessment team.

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  Serve as the primary liaison with staff, parents, and families in the design, implementation, and monitoring of the intervention/support plans.

• Measure goals, and benchmarks of both school-wide and targeted intervention plan to ensure they are being met.

• Coordinate and supervise the implementation of intervention plans between teachers, associates, and parents to implement plans with fidelity.

• Communicate regularly with staff and parents in regards to the students’ progress.

• Evaluate the effectiveness of school-wide and targeted strategies through a systematic data collection process.

• Attend state and regional conferences, training, and learning opportunities to ensure ongoing learning about social, emotional, and mental health regulations and evidence-based practices.

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  ESSENTIAL KNOWLEDGE AND SKILLS:

• Capable of providing leadership for a vision of comprehensive at-risk/social-emotional and behavioral supports at the Elementary level.

• Knowledge of local state and federal laws/regulations as they pertain to responding to social, emotional, and behavioral needs of students

• Knowledge of mental health interventions, community support and resources

• Knowledge of district administrative policies and procedures.

• Knowledge of procedures, practices, and methods in planning, evaluating, and designing educational programs and services.

• Concepts, principles, and philosophy of lifelong learning, public education, and relationship of community education to K-12 programming.

• Knowledge of social, emotional, and behavior programs, operations, programming, and services.

• Basic knowledge and use of computers and related software applications.

• The ability to transport self among district buildings and to regional and state meetings and workshops as necessary.

• The skill and ability to communicate - both orally and in writing.

• Prompt, regular, and dependable attendance.

  
  PHYSICAL REQUIREMENTS: Bending, carrying, climbing, lifting, driving, pushing, pulling, reaching, sitting, standing, walking.

  
  WORKING CONDITIONS: Included extremes of temperature and humidity

  Hazards include stairs and communicable diseases

  Evening hours as required

  TERMS OF EMPLOYMENT: To be established by the PCM Board of Education

  SALARY: To be established by the PCM Board of Education. (Funding source: For the 22-23 school year, this position is funded by the GEER II grant.)
  
  EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board’s policy on the Evaluation of Professional Personnel.
  
  EQUAL EMPLOYMENT OPPORTUNITY: It is the policy of the PCM School District not to illegally discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age, marital status, sexual orientation, gender identity, and socioeconomic status in its educational programs and its employment practices.