Student Success Strategist

SALARY
$77,207

205 days
 

BENEFITS
We continually strive to offer a high-quality, comprehensive benefits package to our employees.

Insurance:
This position is eligible for medical, dental and vision insurance coverage on the employee, spouse, and eligible dependents.   The employee's insurance will be effective on the first of month following the hire date.  The EVSC also offers employees an opportunity for life insurance and long term disability coverage.
Click here for more information on: EVSC's Market Place Health Insurance Plan Options  

Retirement:
As a contract teacher, this position will automatically be enrolled in the Teacher Retirement Fund (TRF) through the state of Indiana, which includes a defined benefit (Pension) as well as an Annuity Savings Account (ASA).  In addition, this position is eligible to enroll in a 401(a) retirement investment plan, a 403(b) Match Program, and a tax-free post-retirement medical expense account (VEBA).

Additional Benefits:
Employees enrolled in an EVSC medical insurance plan are eligible to use our Health & Wellness Centers conveniently located within the community.  These are no-cost health clinics that provide primary care treatment, generic prescription medications (at no cost),  physicals, health screenings, and labs.  Accumulated sick leave days and personal business days will be provided under this position as well.  Additionally, EVSC employees have access to EVSC Wee Care, our employee-only early learning centers.  Wee Care provides a quality early learning experience for children as young as six weeks through age five.  

SUMMARY:
The Student Success Strategist is an administrator-level student support leader responsible for developing students' behavioral, social-emotional, and executive functioning skills that directly impact school success. This role is centered on restorative practices, intensive student coaching, and coordinated intervention. The Student Success Strategist leads individualized and group-based supports that help students re-engage with school, repair harm, regulate emotions and behavior, and build clear pathways toward graduation and postsecondary readiness. This position ensures that students with the highest needs have a consistent, trusted adult who owns their success planning and follow-through.  This is a non-disciplinary administrative role focused on restoration, not enforcement.

ESSENTIAL DUTIES AND RESPONSIBILITIES:   Other duties may be assigned.

• Restorative Practices Leadership
• Facilitate restorative circles for individuals, small groups, and school community conflicts.
• Lead restorative conferences focused on repairing harm, rebuilding relationships, and restoring school trust.
• Conduct structured reentry conferences following suspensions, extended absences, or placement transitions.
• Coach students and staff on restorative language, reflection, and accountability processes.
• Support building-wide implementation of restorative practices as a cultural framework.
• Student Success Case Management
• Maintain a defined caseload of high-need students requiring intensive support.
• Develop and manage individualized Student Success Plans focused on:
• Behavior and emotional regulation
• Attendance and engagement
• Academic persistence
• Personal and postsecondary goals
• Conduct frequent one-on-one coaching sessions with assigned students.
• Track progress, adjust interventions, and ensure consistent follow-through across adults supporting the student.
• Behavioral & Social-Emotional Skill Development
• Deliver targeted interventions in:
• Anger management and emotional regulation
• Conflict resolution and communication skills
• Self-awareness and impulse control
• Decision-making and accountability
• Goal setting and future orientation
• Teach students replacement behaviors and coping strategies.
• Help students understand the impact of behavior on learning, relationships, and future opportunities.
• Re-Engagement and Transition Support
• Support students transitioning back into the building after removal or absence.
• Build structured reintegration plans that reduce repeat incidents.
• Assist students in re-establishing routines, relationships, and academic momentum.
• Coordinate with school staff to ensure consistent expectations and supports.
• Family and Community Partnership
• Facilitate problem-solving conversations with caregivers focused on student growth.
• Maintain consistent communication regarding progress, barriers, and next steps.
• Collaboration and Systems Support
• Participate in student support team meetings, MTSS processes, and case reviews.
• Coordinate with administrators, counselors, teachers, and support staff to align interventions.
• Use student data (attendance, behavior, credits, referrals) to guide supports and monitor outcomes.

• Contribute to schoolwide restorative culture and student success systems.

   

SUPERVISORY RESPONSIBILITIES:

Supervises students. 

QUALIFICATION REQUIREMENTS:  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 accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

Master's degree in Education, Educational Leadership, or a closely related field. 

Minimum of three (3) years of successful experience working with secondary students in education, counseling, behavioral intervention, student support services, social work, youth development, or a related field. 

Preferred:

Administrative, leadership, or program coordination experience within a school setting. 

Experience with alternative education, credit recovery programs, dropout prevention initiatives, or student re-engagement programs. 

Experience leading restorative circles, restorative conferences, and school-wide restorative culture initiatives. 

Experience implementing restorative practices, behavior intervention strategies, conflict resolution, and social-emotional learning supports. 

Experience working with at-risk, disengaged, or high-needs student populations. 

Experience facilitating individual and group interventions focused on behavior, attendance, engagement, and student success. 

Knowledge of Multi-Tiered Systems of Support (MTSS), trauma-informed practices, and student support frameworks. 

Experience collaborating with community agencies and family support organizations.

Ability to analyze student data and develop individualized intervention plans. 

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Indiana teaching license required.

Valid Indiana administrator license preferred. 

Valid Indiana driver's license to travel between district locations as required.

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, and government regulations.
• Ability to write reports, business correspondence, and manuals.
• Ability to write proposals effectively to secure funds for the corporation.
• Ability to present information and to respond to questions effectively from groups of administrators, teachers, school board members, parents, students, and the general public.
• Ability to communicate using correct grammar.

MATHEMATICAL SKILLS:

• Ability to work with mathematical concepts such as probability and statistical inference.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
• Ability to prepare, project, monitor, and revise multiple budgets.

REASONING ABILITY:

• Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
• Ability to interpret an extensive variety of instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Ability to use available information and develop realistic long-term and short-term plans for curricular goals.

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, hear, and drive from one building to others.
• Required to reach with hands and arms and frequently to stoop, kneel, crouch, and crawl.
• Must occasionally lift and/or move objects which weigh fifty pounds or more.
• Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and ability to read small print.
• Regularly required to perform the same hand, arm, and/or finger motion many times.
• Must occasionally lift and/or move up to 50 pounds.

WORK ENVIRONMENT:  The 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.

• The noise level can vary from quiet to very loud, depending on daily activities within the work environment, such as the number of people in the room.
• The work environment is frequently interruptive as the employee must meet multiple demands from many people.
• The employee must constantly work to meet deadlines and must report to work on time.
• Frequently, the employee must work irregular and/or extended hours.
• The employee must report to activities on time.
• The work environment includes inside and outside areas.
• The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollens, trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
• The employee may be exposed to CRT's.

Americans with Disabilities Act (ADA)

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA).  The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.