Job Description

Student Success Coach

The Student Success Coach is a campus-based student support role that helps students stay engaged, organized, accountable, and on track during daily instruction and campus learning routines. The role supports teachers and campus staff by preparing learning spaces, assisting with transitions, monitoring student progress, reinforcing expectations, and providing direct support to students during structured learning activities. The Student Success Coach works under the direction of the principal or designee and collaborates with teachers, resident teachers, counselors, administrators, and families to support student success. The role is designed to strengthen student independence, attendance, behavior, effort, completion of learning tasks, and access to a safe and supportive learning environment. The Student Success Coach contributes to stronger student outcomes by helping ensure that students understand expectations, have the materials and support they need, participate in learning routines, and receive timely encouragement and redirection when needed. The role is especially important for students who benefit from additional structure, relationship-based support, and consistent follow-through.

Qualifications: Education/Certification: The ideal candidate will possess the following qualifications:

• Associate's degree or a minimum of 60 college credit hours from an accredited college or university required.
• Valid educational aide certification, or ability to obtain certification if required by the district or state.
• Experience working with students in a school, youth development, tutoring, mentoring, after-school, or structured learning environment preferred.
• Experience supporting classroom routines, student engagement, behavior expectations, or academic interventions preferred.
• Ability to work effectively with diverse students, families, staff, and community partners

Key Responsibilities include:

• Student Support and Engagement o Build positive, supportive relationships with students that promote belonging, motivation, persistence, and engagement. o Reinforce campus expectations for attendance, behavior, effort, work completion, and respectful participation. o Provide encouragement, redirection, and structured support to help students remain focused during instruction, independent work, small-group activities, and transitions. o Support students in developing independence, organization, goal setting, and responsible learning habits. o Assist students who need additional structure or follow-up to complete assignments, participate in class, or re- engage after academic or behavioral setbacks.
• Classroom and Learning Environment Support o Prepare, organize, and maintain assigned learning spaces, materials, technology, and student resources so instruction can begin smoothly and efficiently. o Support timely transitions between classrooms, learning stations, intervention blocks, small groups, team centers, lunch, arrival, dismissal, and other campus routines. o Assist teachers with classroom management, student supervision, instructional materials, copies, learning resources, and daily organization as assigned. o Provide in-class support during structured academic activities, including small-group reinforcement, independent work time, adaptive learning, and intervention or enrichment periods. o Substitute internally or provide coverage as assigned to support instructional continuity and safe student supervision.
• Progress Monitoring and Academic Support o Assist teachers and campus staff with monitoring, tracking, and organizing student progress information, including assignment completion, participation, attendance, behavior, intervention participation, and other student support data. Page | 2 of 5 Student Success Coach o Help students understand learning goals, daily objectives, task expectations, and next steps for completing assigned work. o Support teachers with organizing student work, grading support tasks where appropriate, and preparation of materials for reteach, practice, or enrichment activities. o Communicate observed student needs, engagement concerns, or barriers to the teacher, counselor, administrator, or other designated staff member for follow-up. o Maintain confidentiality and use student information only for appropriate school-related purposes.
• Collaboration and Campus Support o Collaborate with teachers, teacher apprentices, counselors, administrators, support staff, and families to help students feel supported, accountable, and connected to school. o Participate in professional learning, collaborative planning, team meetings, and student support routines as assigned. o Support campus supervision duties, including lunch, hallway, arrival, dismissal, testing, field-based activities, and extended-day programming as assigned. o Contribute to a positive and inclusive school culture by communicating respectfully, following through on assigned tasks, and modeling professionalism with students and adults. o Perform other job-related duties as assigned Core Skill Set: Student Relationship Building: Ability to build trust with students while reinforcing clear expectations and consistent follow-through. Student Engagement Support: Ability to help students stay focused, participate in learning routines, complete assigned tasks, and persist through challenges. Organization and Preparation: Ability to prepare learning spaces, materials, technology, schedules, and student resources so classrooms run smoothly. Communication: Ability to communicate clearly and professionally with students, families, teachers, administrators, and support staff. Collaboration: Ability to work as part of a campus team and follow the direction of teachers, principals, and designated supervisors. Confidentiality and Integrity: Ability to handle student information responsibly and follow district policies, campus procedures, and legal requirements. Technology Support: Ability to use Microsoft Office Suite and basic instructional or student support technology platforms. Problem Solving and Flexibility: Ability to respond calmly to changing priorities, student needs, and campus routines while seeking guidance when needed Page | 3 of 5 Student Success Coach

Leadership Operating Expectations for BISD Anchor Support to Student Success: Keep the work focused on helping students attend, engage, learn, complete work, and feel connected to school. Support the Real Work of the School Day: Use classrooms, learning spaces, transitions, student work time, and campus routines as the main spaces for student support. Reinforce Clear and Consistent Expectations: Help students understand what is expected and provide calm, consistent reminders and follow-up. Promote Student Independence: Support students in building learning habits, organization, persistence, and responsibility over time. Communicate Student Needs Early: Share concerns, patterns, or barriers with the appropriate staff member early enough for support to be timely. Maintain Professionalism and Confidentiality: Protect student information, follow district and campus procedures, and model respectful conduct. Support Equity and Access: Help ensure students, including students with additional academic, behavioral, language, disability, or social-emotional needs, can access learning routines and campus supports Emotional Intelligence Expectations The Student Success Coach is expected to interact with students and adults in ways that build trust, reduce barriers to learning, and support a safe, respectful campus culture. Self-Awareness

• Understands how tone, body language, and consistency affect student trust and engagement.
• Reflects on feedback and adjusts approach to better support students and campus routines.

Self-Management

• Maintains composure during challenging student behavior, competing priorities, or fast-moving campus needs.
• Responds with calm, clear, and respectful redirection rather than frustration or escalation.

Social Awareness

• Recognizes that student behavior may reflect unclear expectations, skill gaps, stress, disability-related needs, language

needs, or other barriers.

• Seeks guidance from teachers, counselors, and administrators when student needs require additional support.

Relationship Management

• Builds positive relationships with students while maintaining appropriate boundaries and clear expectations.
• Works respectfully with teachers, administrators, families, and support staff to coordinate student support

Measures of Success

• Students are more consistently engaged, organized, and prepared during assigned learning routines.
• Classroom transitions, learning spaces, and student support routines operate smoothly and safely.
• Students receive timely reminders, encouragement, and redirection that help them remain focused on learning.
• Teachers and campus staff report that the role strengthens classroom operations and student follow-through.
• Student progress information, materials, and support routines are organized and communicated appropriately.
• Students who need additional structure have greater access to support, connection, and accountability.
• The Student Success Coach demonstrates professionalism, confidentiality, reliability, and responsiveness.

Working Conditions: Mental Demands:

• Maintain emotional control under stress

Physical Demands/Environmental Factors:

• Frequent standing, stooping, bending, pulling and pushing.
• Move small stacks of textbooks, media equipment, desks, and other classroom equipment.
• The employee must occasionally lift and/or move up to 50 pounds.
• Normal office environment
• May work prolonged or irregular hours

Conditions of Employment/Compliance: Employment is contingent upon successful completion of all pre-employment reviews required by District policy and law, including criminal history record information review and any fingerprinting or other background-check requirements applicable to the position. The District may disqualify a candidate whose criminal history indicates a threat to students or employees or is otherwise inconsistent with the duties of the position. Where the position requires educator certification or other credentials, employment is contingent upon verification of valid credentials. Contract personnel must possess valid credentials before contracts are issued. Employees who earn certificates, endorsements, or higher degrees must file the required documentation with the District. Employees are expected to

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