Open Positions

School Culture and Professionalism:

  • Aligned to the mission and vision of Frayser Community Schools.
  • Possess an beginning, working knowledge of a variety of forms of intervention and prevention models for both individuals and group settings
  • Implements a comprehensive school discipline program based on state and District standards; collaborates with principal, assistant principals, faculty, staff and community resources in the planning, coordination and assessment of the school discipline program.
  • Implement the high school discipline program through delivery of classroom units and infusion in content areas.
  • Participate in, coordinate and conduct activities that contribute to the effective operation of the student support service program and school.
  • Review the school social work program annually with administration and other staff; establish the student support services master calendar; document and evaluate guidance learning activities as they are implemented.
  • Collaborate with school site principal/assistant principal on discipline plan and goals for the school site.
  • Create and implement Response to interventions for the purposes of fostering better social-emotional skills and positive learning environments for all students.
  • Collaborate with school on universal interventions for students such as behavior plans, parent/teacher conferences, peer mediation, conflict mediation, etc.
  • Exhibit positive rapport with students
  • Serve on student support teams and special education committees at the assigned school.
  • Develop and implement professional development training for educational staff and parents, as requested.
  • Assist the School Principal in the resolution of discipline problems and maintain records of any action taken to ensure that the discipline policy is administered in a fair and just manner and that an optimum-learning environment is maintained.
  • Collaborate with the faculty in the enforcement and implementation of the rules and other regulations of the student code of conduct to effect positive student behavior in the school.
  • Provide documentation and suggestions to the principal/assistant principal regarding the discipline of any student that guides the principal in determining the disciplinary action to be administered to the student.
  • Offer testimony with regard to any discipline problem presented at Disciplinary Review Board and other Hearings, including in legal proceedings
  • Participate in the coordination, implementation and supervision of the extracurricular programs and student activities of the school.
  • Supervise the school breakfast and lunch programs
  • Help to supervise the arrival and departure of students in order to minimize confusion and to ensure student safety
  • Serve on committees and other groups charged to enhance safety and emergency preparedness.
  • Help supervise all extended day academic activities.
  • Participate in professional development activities aimed at current trends and best practices for the provision of comprehensive school social work services.
  • Maintain an ongoing liaison with community agencies and other resources to meet student needs; refers parents and student to internal wrap around services when appropriate.

Student Achievement (Academics, Attendance and Behavior):

  • Supervise the development, implementation, distribution and orientation of the student handbooks to ensure that the students are aware of the policies and procedures of the high school and district.
  • Consult with school social worker on crisis and child abuse reporting
  • Conduct student, parent, and teacher conferences to acquire attendance, academic and behavior information as needed for special education referrals.
  • Review student records to identify previous barriers and/or interventions.
  • Respond to referrals requesting assistance from administration.
  • Conduct and participate in S-Team meetings, IEP re-evaluations and 504 Plans.
  • Attend and participate in Manifestation meetings.
  • Collaborates and facilitate crisis intervention as needed to ensure school/student safety.
  • Collaborates and provides peer mediation as needed for students.
  • Provide referrals to various school, officials, District and community services when appropriate.
  • Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines. (i.e. oral and written communication).
  • Foster relationships with community outreach programs.
  • Follow up with offsite facilities in order to coordinate transitional and re-entry plans. Such as the alternative education setting.
  • Assist the school in following school board regulations for excessive absences and truancy; attend student support team meetings and court intervention as needed.

School Platforms and Technology:

  • Upload and monitor student information in the student management system (i.e. Achieve 3000, Compass Learning, EIS, Mastery Connect, NWEA Map, Power School, Rye Catcher and Schoology).
  • Collaborate, Receive, and Respond to all emails, phone calls, webinars, etc.
  • Performs routine administrative/office tasks as required, including but not limited to preparing correspondence, copying and filing documents, answering the telephone, sending and receiving faxes, entering and retrieving computer data, submitting an order for supplies.

Data and Analysis:

  • Compile and report student behavior data bi-weekly and/or quarterly to the school principal, assistant principal, faculty and staff as well as community resources.
  • Conduct data analysis of behavior, detention and other factors to help determine guidance counseling needs in assigned school.
  • Monitor the number of students assigned ISS, OSS and/or remand to alternative settings
  • Input and Correct any errors as it pertains to student behavior
  • Provide daily discipline reports to the faculty and staff.
  • Analyze information gained through record reviews and interviews to determine environmental impacts and appropriate resource needs; integrate gained information into a written report and oral presentation.

A Frayser Community Schools  Employee:

  • A strong belief in the ability of our kids to achieve at the highest levels.
  • A desire to get better. Everyone in our campus is committed to advancing and refining their practice so that we are better able to serve our students, and we also grow professionally in the process.
  • A team player. A mission as ambitious as ours requires that everyone work together very closely and builds on each other’s success. That can’t happen without strong collaboration, communication and trust.
  • Professionalism. Works well with others conducting himself/herself in a professional manner (i.e. oral, written communication, dress) with all stakeholders (students, teachers, parents, faculty and staff as well as community partners).

Performs other related duties as assigned or directed by the school principal and/or supervisor.

Striving Daily for Social & Academic Excellence

Frayser Community Schools offers educational and employment opportunities without regard to race, color, religion, sex, creed, age, disability, national origin, or genetic information.

Job Title: Assistant Principal, High School
Supervisor: Principal

NATURE AND SCOPE OF JOB:
Assumes responsibility for supervising the students and staff, assisting the  School Principal with implementing and managing the policies, regulations, and procedures of the Frayser Community School Board to ensure that all students meet and exceed the State Core Curriculum Content Standards, following the approved curricula and directives of the school. Achieving academic excellence requires that the Assistant Principal works collaboratively to lead and nurture members of the school staff and to communicate effectively with parents and members of the community. Inherent in the position are the responsibilities for discipline of students, supervision of staff, curriculum development, program evaluation, supervision of extracurricular activities, and financial management of designated responsibilities. The Assistant Principal will be evaluated on his/her ability to competently master 2 of the 3 Leadership competencies of the Frayser Community Schools leadership expectations.

  • Lead & Manage (Instruction; Operations; Self)
  • Create & Leverage (Community; School Culture; Governance)

Job Summary
Position is responsible for assisting the school principal in the planning, organization, administration, and management of the school. Position assists with supervising of staff, creating a safe environment, monitoring curriculum, evaluation of teachers, reading and interpreting data for the purpose of driving instruction and other duties as deemed necessary for the operation of a successful High School.

Essential Duties

  1. Coordinates and supervises the daily operation of the school’s attendance program through appropriate personnel, security functions, transportation, in-school suspension through appropriate personnel, detention operations through appropriate personnel, and works in cooperation or direct supervision of the administrators responsible for these operations.
  2. Establishes the school’s student discipline plan and the school’s plan for ensuring a safe and orderly environment.
  3. Ensures that the schools discipline program is administered within the school by leading and managing   appropriate personnel and holding them accountable to agreed upon benchmarks.
  4. Assists the school principal in ensuring that the school’s policies and procedures related to student discipline referrals and discipline action plans meet state, federal, and division requirements.
  5. Supervises and coordinates the preparation of student discipline review documents as required by FCS and ASD policy.
  6. Conferences with parents/guardians of students concerning discipline, attendance, and student behavior.
  7. Conferences with students referred for violations of the Student Handbook, administers disciplinary action as necessary, and notifies parents/guardians of action taken.
  8. Consults with student services personnel and deans to find long term solutions to inappropriate student behavior.
  9. Provides staff development for the instructional staff and other assigned personnel regarding school security, the Student  Handbook, classroom management, effective discipline strategies, and conferencing techniques.
  10. Supervises the daily activities of personnel in the attendance, security, transportation, and health clinic operations at the assigned school.
  11. Assists the school principal in establishing and sustaining relationships with the business community and other youth serving organizations to foster understanding and solicit support for students and their families.
  12. Monitors halls, school grounds, and pupil movement to ensure a safe and orderly environment at the assigned school.
  13. Attends, schedules other administrators and staff and supervises all after-school, evening, and weekend school sponsored events and activities as assigned.
  14. Articulates and supports school safety initiatives to the faculty and school community.
  15. Seeks ways to develop and sustain a climate of mutual respect between and among the students and adults who participate in the school.
  16. Prepares related reports and records as required by the school division, local, state, or federal government.
  17. Models nondiscriminatory practices in all activities.
  18. Conducts teacher observations and assists with school walk-throughs
  19. Completes teacher evaluations and is able to provide effective feedback that improves teacher’s ability to positively impact student growth and achievement

Other Duties

  1. Stays informed of developments and research pertaining to safe and orderly schools.
  2. Performs any other related duties as assigned by the Principal or other appropriate administrator.

Job Specifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions.

Minimum Qualifications (Knowledge, Skills and/or Abilities Required)

    • Must possess a Master’s degree and have or be eligible for Professional License in administration and supervision.
    • Must possess at least three years of successful experience as a teacher with some experience at the secondary school level.
    • Must demonstrate excellent classroom management skills and effective disciplinary strategies and techniques.
    • Must possess a comprehensive knowledge of the current issues, principles, and practices in public school secondary school education and the ability to apply them to the needs of a school.
    • Must possess knowledge and effective skills in curriculum development, instructional practices, and interpretation of test data.
    • Must possess the ability to assist with administering and managing the operation of a secondary school.

Must possess the ability to plan and supervise the work of others.

  • Must possess the ability to establish and maintain effective working relationships with students, parents, staff, and the public.

 

Working Conditions & Physical Requirements

  • Must have the ability to sit and stand for extended periods of time;
  • exhibit manual dexterity to dial a telephone, to enter data into a computer terminal;
  • to see and read a computer screen and printed material with or without vision aids;
  • hear and understand speech at normal classroom levels, outdoors and on the telephone;
  • speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone;
  • physical agility to lift up to 25 pounds to shoulder height; to bend, stoop, climb stairs, walk and reach overhead.

Work Environment

he work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Duties are normally performed in a school/classroom environment. The noise level in the work environment is usually moderate.

Supervision Exercised: Assigned Staff
Supervision Received: Principal

This job description in no way states or implies that these are the only duties to be performed by this employee. The Assistant Principal will be required to follow any other instructions and to perform any other related duties as assigned by the Principal or Executive Director. Frayser Community Schools reserves the right to update, revise or change this job description and related duties at any time.

School Counselor Roles and Responsibilities
2016-2017

School Culture and Professionalism:

  • Aligned to the mission and vision of Frayser Community Schools.
  • Implements a comprehensive guidance and counseling program based on state and District standards; collaborates with supervisor, other counselors, principal, assistant principals, faculty, staff and community resources in the planning, coordination and assessment of the counseling program.
  • Implement the high school guidance curriculum through delivery of classroom units and infusion in content areas.
  • Participate in, coordinate and conduct activities that contribute to the effective operation of the counseling program and school.
  • Review the counseling program annually with administration and other staff; establish the counseling department master calendar; document and evaluate guidance learning activities as they are implemented.
  • Communicate with counselors and/or administrators as it relates to student records.
  • Create and coordinate assessment plans (i.e. Assessment coordinator for ACT, ACT Plan, ASVAB, EOC and/or TN Ready) for the school community.
  • Conduct professional development sessions to the school community.
  • Attend and lead parent teacher conferences, school assemblies and events.
  • Receives and responds to inquiries, concerns and complaints in areas of responsibility.
  • Attend training, conferences and workshops as appropriate to enhance job knowledge and skills

Student Achievement (Academics, Attendance and Behavior):

  • Guide individuals and groups of students through the development of college and career plans.
  • Conduct learning activities in classroom settings; consult with and be a resource person to teachers to facilitate infusion of learning activities into the regular education curriculum.
  • Counsel individuals and small groups of students as it relates to academics, behavior and social skills
  • Participate in and facilitate the response to intervention team process (i.e. academic, attendance, behavior).
  • Create, coordinate and update the master schedule.
  • Evaluation transcripts, report cards, student registration, course selection and student scheduling.
  • Assessment documents in order to create student schedules.
  • Communicate with counselors and/or administrators as it relates to student records.
  • Conduct and participate in S-Team meetings, IEP re-evaluations and 504 Plans.
  • Collaborates and facilitate crisis intervention as needed to ensure school/student safety.
  • Collaborates and provides peer mediation as needed for students.
  • Works to discover and develop special abilities of students.
  • Work to resolve students’ educational handicaps
  • Provide referrals to various school, district, state and community services when appropriate.
  • Counsel individuals and groups of students in setting and developing strategies for the achievement of academic, social/personal development and other identified goals.
  • Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines.  (i.e. oral and written communication)
  • Provide individual and/or group counseling in response to school-wide crises.

School Platforms and Technology:

  • Upload and monitor student information in the student management system (i.e. Achieve 3000, Compass Learning, Mastery Connect, NWEA Map, Power School, Rye Catcher and Schoology).
  • Create, coordinate and update the master schedule.
  • Evaluation transcripts, report cards, assessment documents in order to create student schedules.
  • Performs routine administrative/office tasks as required, including but not limited to preparing correspondence, copying and filing documents, answering the telephone, sending and receiving faxes, entering and retrieving computer data, submitting an order for supplies.

Data and Analysis:

  • Compile and report student academic, attendance and behavior data bi-weekly and/or quarterly to the school principal, assistant principal, faculty and staff as well as community resources.
  • Conduct data analysis of attendance, detention and failure rates and other factors to help determine guidance counseling needs in assigned school.
  • Collaborate with the assigned contact(s) in order to track and report assigned grades (6-8, 9-10 and/or 11-12) state and national standardized assessments (ACT, ACT Plan, EOC, TN Ready, etc.).
  • Collaborate with the assigned contact(s) in order to track and report student FAFSA status, college acceptance/admissions status, and scholarship status/recipients.

A  Frayser Community Schools Employee:

  • A strong belief in the ability of our kids to achieve at the highest levels.
  • A desire to get better. Everyone in our campus is committed to advancing and refining their practice so that we are better able to serve our students, and we also grow professionally in the process.
  • A team player. A mission as ambitious as ours requires that everyone work together very closely and builds on each other’s success. That can’t happen without strong collaboration, communication and trust.
  • Professionalism. Works well with others conducting himself/herself in a professional manner (i.e. oral, written communication, dress) with all stakeholders (students, teachers, parents, faculty and staff as well as community partners).


Performs other related duties as assigned or directed by the school principal and/or supervisor.

Striving Daily for Social & Academic Excellence

Frayser Community Schools offers educational and employment opportunities without regard to race, color, religion, sex, creed, age, disability, national origin, or genetic information.

Posting ID  FCS-06
Title    Instructional Coach

Description The instructional coach of Frayser Community Schools serves as part of the individual school’s leadership team, providing job- imbedded and ongoing professional development for teachers, staff, and administration. He/she provides support to the principal/school leader in data analysis and professional development decision-making. He/she provides professional development and guidance for teachers to improve their content knowledge and instructional strategies. Overall, the job of the instructional coach is to build the capacity of the school and its teachers to meet the learning needs of all students. The instructional coach’s goal is to ensure that the staff of the school acquires the understanding and skills to:

  •   Enhance instructional practices at the classroom level
  •   Raise the overall level of student achievement

Roles and Responsibilities of the Instructional Coach include:

  •   Participating in all required coach professional development. The instructional coach is charged with acquiring the knowledge, skills, technology skills, and instructional strategies necessary to effectively impact the instructional practices of the teachers that are coached.
  •   He/she must remain knowledgeable about current and past research in the specific content area and other pedagogies relevant to the coaching role.
  •   Identifying school’s teaching and learning needs, barriers and weaknesses by analyzing student data, and organizing and implementing problem-solving actions with teachers.
  •   Facilitating school-based high quality professional development, working with teachers (in teams or individually) to refine their knowledge and skills. Professional development may include, but not be limited to, in-class coaching, observing, modeling of instructional strategies, guiding teachers in looking at student work, developing lesson plans with teachers based on student needs, supporting data analysis, supporting the integration of technology, co-planning with teachers, etc.
  •   Monitoring instructional effectiveness and student progress using tools and strategies gained through professional development.

Qualifications of the Instructional Coach:

  •   Tennessee teaching certification in the relevant content area(s). Administration licensure preferred.
  •   Recorded evidence of improving student achievement in their classroom.
  •   Demonstrated knowledge of the relevant content areas as well as a demonstrated knowledge and use of a rich array of instructional approaches.
  •   Resources, and technologies in the relevant content area(s).
  •   Demonstrated skills in analyzing and using data for instructional decision-making.
  •   Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development.
  •   Ability to design  (individually or in collaboration with others) high quality professional development for teachers and school staff.
  •   Knowledge of equity issues in current education reform.
  •   Knowledge and skills to implement a standards-based education system and familiarity of the Tennessee

Common Core and the PARCC model framework assessments.
Frayser Community Schools does not discriminate against any person on the basis of race, color, national origin, disability, or age in admission, treatment, or participation in its programs, services and activities, or employment.

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