] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → STUDENT SUPPORT TRANSITION SPECIALIST, TITLE I

Sorted by job title: A - C | D - H | I - Q | R - Z

Student Support Transition Specialist, Title I

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Student Spprt Transition Sp CODE: 1058 SQ/OQ: Not Applicable
WORKING TITLE: Student Support Transition Specialist, Title I GRADE: BD MONTHS: 10
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, provides individual and group counseling to support students during their transition back to in-person learning; support students with personal, social emotional and/or behavioral challenges that impede access to learning; and continuously monitor student progress in the areas of social emotional wellness, academic achievement and health and physical wellness. Collaborates with school staff and community partners to help mitigate the impact and effects of global or local cultural, social justice and/or health-related issues on children. This is a yearly grant-funded position.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of the MCPS Policies and Procedures. Working knowledge of district-wide wellness initiatives and county resources available for families and children. Knowledge of current global and local social justice and health-related issues. Strong leadership and presentation and problem solving skills Ability to work effectively as part of a team or independently with staff, students, parents, community members. Ability to use a computer and other technological equipment. Excellent oral and written communication skills with the ability to speak effectively to large and small groups. Excellent human relations skills with the ability to establish good relationships with many different types of individuals and groups.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree from an accredited college or university in school counseling or school social work strongly desired. Experience as a teacher and/or counselor preferred. Experience implementing and supporting staff with trauma-informed teaching practices preferred. Experience working with economically or racially disadvantaged populations preferred.
CERTIFICATE AND LICENSE REQUIREMENTS: Certification in school counseling, school social work, or a related field focused on student social emotional health and well-being.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Required to attend school meetings, programs and activities outside the instructional day as mandated by the MCEA agreement and parent engagement events as appropriate.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

1. Provides comprehensive and holistic support to optimize for each student healthy development and readiness to learn by addressing long-term physical, psychological, social and emotional needs.
2. Develops data-based protocols to identify students requiring individualized support (from preventative to intensive) across academic, social-emotional, health and family developmental domains.
3. In collaboration with teachers, students, and their families, matches each student with resources and opportunities aligned with the domains and intensities of their individual needs and strengths, in order to enhance protective factors and mitigate risk factors.
4. Leads professional development and work strategically with multiple stakeholders to mitigate the residual effects of national/global health crises and social justice issues on children, families, and the community.
5. Collaborates with administration to devise a professional development plan that ensures all staff are trauma-informed and trauma-skilled.
6. Connects students and families with community services and organizations to reach a multitude of intervention and wellness outcomes.
7. Collaborates with teachers and staff to implement county-wide wellness initiatives (i.e. Be Well 365, SEL Curricula) and develops individualized services to help support the social emotional wellbeing and academic performance of students.
8. Serves on the school leadership team as an advocate for students and families and a liaison between the school and community partners.
9. Supports students in their development of healthy coping skills, that will help them navigate changing expectations and environments, manage ambiguity and process incidents related to health, social justice, and/or crises that impact the school.
10. Presents workshops for parents on topics such as how to support learning and how to encourage appropriate student behaviors both online or in person.
11. Works with administrators, families and community members to organize immediate and follow-up interventions in response to health, social justice and/or crises that impact the school.
12. Seeks and obtains information from parents, educators and stakeholders to learn more about what challenges students are facing and collaborate with school leadership to identify and develop strategies that address these challenges.
13. Supports staff in implementing positive and effective behavioral management practices from a restorative lens within a multitiered system of supports.
Class Established: 4/2021
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.