Organizational/Labor Relationship: Non-bargaining personnel
Status: Full-time 12 month, Exempt, PCCD grant funded position for the 2026-27 school year.
Reports to: Director of Educational Alternatives
Position Summary
The Student Supports Coordinator is a school based individual who is responsible for identifying, securing, and organizing community and district resources to address the social-emotional and behavioral needs of students within a building. The person filling this position will work directly with students to provide individual, group and school-wide supports. Emphasis will be placed on establishing and maintaining partnerships, developing relationships with students and staff and fostering a sense of belonging for all. The Student Supports Coordinator will work collaboratively with building and district level leadership and staff.
Education and Experience
A Bachelor's Degree in Social Work, Counseling, Human Services, or related field preferred. Other equivalent combinations of education and work experience may be considered.
Duties and Responsibilities
* Develop community-school partnerships to improve student outcomes
* Implement and facilitate small group and school-wide programming to address social-emotional and behavioral needs
* Establish positive home-school relationships with parents/guardians
* Case-manage and support individual students identified by building MTSS teams
* Communicate promptly and professionally with all stakeholders
* Supports and assists with developing positive classroom and school communities
* Maintain accurate records related to student progress
* Collect and analyze data
* Collaborate with building and district leadership to identify building/student needs
* Participate on school and district teams/committees related to student supports
* Supervise students as assigned
* Other duties as assigned
Knowledge and Abilities
* Ability to establish and maintain productive, collaborative relationships with others including but not limited to students, parents, staff, administrators and community partners
* Knowledge of appropriate deescalation strategies, trauma-informed care and restorative practices
* Ability to model district standards of ethics, confidentiality, and professionalism
* Knowledge of social emotional competencies
* Ability to support students on a one‑on‑one basis and to facilitate groups
* Ability to develop effective systems to manage workflow
* Ability to create an environment that values inclusivity and diversity
* Knowledge of regulations, policies, and ethical issues related to working with students
* Ability to present to large and smaller audiences
* Knowledge of community resources
* Ability to demonstrate initiative
* Ability to enhance and improve the climate and culture of the building
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