Interested staff members are required to complete the following on-line application to the attention of: The Recruitment Team. This term position is effective September 3, 2024 and will end on or about August 29, 2025 and is due to term funding.

In compliance with Board policies and procedures, the Black Students Graduation Coach will assist the leading and implementing of programs, services and other supports to meet the needs of underserved and underperforming Black students, with a focus on student success and graduation. The Graduation Coach is part of a pilot project, and will play a vital role in assisting schools to improve achievement, well-being and graduation rates for underserved and underperforming Black students. The focus of the Black Students Graduation Coach is to interrupt the disparity in graduation rates for Black students. Working with staff in schools, this person will identify and assist Black students who have recently dropped out of school, are credit deficient and are at risk of dropping out of school, or are trending towards failing to meet the requirements for high school graduation. The Black Student Graduation Coach will act as a Case Manager and work to help with providing a supportive learning environment for Black students. This may include directing students to appropriate school or community resources with the purpose of keeping Black students in school and supporting them through to graduation.

Major Responsibilities: Work with ISCS and school staff to create a long-term vision/plan to identify underserved Black students in schools and develop plans to help students obtain an Ontario Secondary School Diploma.

On a monthly basis, identify and monitor Black students who are failing, or at risk of failing one or more courses.

Meet with students individually and in small groups to help them think and plan strategically for the successful completion of high school.

Complete a needs assessment to identify barriers to Black student success, and work collaboratively with staff on strategies to remove them.

Work to support Black students with social-emotional needs as well as academic needs.

Meet with teachers, if appropriate, to determine what is preventing specific students from being successful in the classroom.

Engage underserved Black students by affirming the identities and cultures of Black students through Culturally Responsive and Relevant Pedagogy.

Collaborate with administrators, teachers, parents, guardians and families to respond to individual and system barriers that affect the engagement, well-being and learning of Black students.

Conduct individual sessions with students and monitor progress and performance in collaboration with school staff and core teams.

Act as a mentor and an advisor to the students and play an essential role as an advocate for each learner with teachers, including school staff, parents, guardians, families, community members to support the learning of underserved students.

Create additional opportunities for students to be engaged during breaks in regular programming (i.e. long weekends, extended breaks, etc.,) for participating students.

Ensure students receive the resources and services needed to guide them on the path to graduation.

Maintain confidential information on each individual student, utilizing the schools educational software resource throughout the year to track and monitor academic achievement and well-being (i.e., suspension/expulsion, credit accumulation, attendance).

Assist students with the successful transition from secondary school into post-secondary education, training or labour market opportunities;

Document and maintain all records regarding student contacts and dropout prevention, as well as intervention and recovery efforts.

Establish and collaborate with a core team and school staff to create a long-term vision/plan for identified Black students.

Create space for students to voice their experiences in order to enable YRDSB schools to establish trusting relationships and responsive services.

Build/establish relationships with various service agencies serving the community.

Prepare reports and compile data as required.

Attend and participate in meetings as required and

Other duties as assigned by the ISCS Principal and Coordinating Superintendent of Education, Equity, ISCS, Research and Assessment Services.

Line of Responsibility:

Responsible to the Principal, Inclusive School and Community Services (ISCS).

Education, Experience, and Qualifications: University degree or college diploma in a field related to social services (Social Worker, CYW, Youth Worker, Community Organizer, etc,) or an equivalent combination of experience and education, or equivalent, as approved by the Board, is required.

At least two years successful experience working with underserved Black students would be an asset.

Demonstrated institutional agency by working in alignment with Principals, Superintendents, Coordinating Superintendent.

Demonstrated understanding of Anti-Black Racism.

Working knowledge of appropriate strategies for reducing behaviours that put Black students at risk of not graduating from high school.

Ability to analyze, develop, implement, and track intervention plans and strategies.

Life experience deeply rooted in Black communities and experience working with underserved Black students, their families and communities.

Ability to be a mentor and act as an advisor to Black students.

Excellent relationship building and organizational skills.

Ability to identify barriers and intervention points.

An understanding of the multiplicity of social services available in the community to support Black students at risk of not graduating from high school.

Understanding of the diversity and composition of Black communities and awareness of local community resources, including local Black community organizations.

Ability to work independently with minimal supervision.

Ability to safeguard and handle confidential information.

Knowledge of the principles of Human Rights.

Familiarity with related YRDSB policies, procedures and protocols, the Education Act, Human Rights Code and other relevant legislation.

Excellent oral and written communication skills.

Ability to work co-operatively as part of an interdisciplinary team including teachers, principals, support staff and community agency personnel; and

Proficient computer skills including Microsoft Office, student information systems etc.ADDITIONAL REQUIREMENTS: Ability to work evenings and occasional weekends in order to meet program needs.

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.

Therefore, in pursuit of the Boards values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Boards priorities, goals and principles outlined in the Directors Action Plan. Candidates who have strong racial literacy practices and a commitment to dismantling anti-racism, anti-oppression, and creating identity-affirming spaces, in order to intentionally disrupt racist and hateful acts.

We actively encourage applications from members of groups with historical and/or current barriers to sovereignty, equity, including, but not limited to: First Nations, Mtis and Inuit peoples, and all other Indigenous peoples;

African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);

South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).

members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;

persons with visible and/or invisible (physical and/or mental) disabilities;

persons who identify as women; and

persons of marginalized sexual orientations, gender identities, and gender expressions.At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.

Accessibility and Accommodation Statement We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidates required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to careers@yrdsb.ca or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position, please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services, Disability Management Team.

Important Note for YRDSB Employees: If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing careers@yrdsb.ca to review next steps (in the email please reference the job title you are applying to).

Important Information for CUPE 1734 Members: LA.11.7 Those twelve (12) month employees filling vacancies as a result of their applying to a job posting are to remain twelve (12) months at their position. Ten (10) month employees are to remain in their position until the end of the school year. This requirement can be waived with permission from the Superintendent responsible for Human Resource Services. This does not prevent employees from applying for a position or from applying for a promotion during the twelve (12) month period.On-line applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services. All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.

The personnel file of all internal applicants will be reviewed as part of the selection process.