MENTAL HEALTH SERVICES COORDINATOR

** System-Wide, Alabama

Employer: Alabama State Department of Education
Industry: MENTAL HEALTH SERVICES COORDINATOR
Salary: Competitive
Job type: Full-Time
QUALIFICATIONS, EXPERIENCES, AND ABILITIES

The MHSC must hold a valid degree, license and/or certificate in his/her chosen professional field (e.g., social worker, guidance counselor, mental health therapist). The MHSC shall within one year of employment, earn a school-based mental health certificate by successfully completing a certification program developed by the Alabama Department of Mental Health (ADMH).

Reports to: Superintendent and /or Curriculum Coordinator

Roles and Responsibilities

The MHSC will work to effectively increase the promotion rate in Grades 3, 6, and 9; reduce absences and suspensions; reduce the school's/LEA's dropout rate; and increase the graduation rate in the following categories by:

Identifying Students at Risk
  • Utilizing the components to profile characteristics of students who are potentially at risk for school failure. These characteristics include:
    • History of school failure, retention, and/or overage for grade.
    • Low standardized assessment scores as determined by the ALSDE.
    • Special education/disability.
    • Attendance/truancy issues.
    • Behavioral issues (e.g., detention, suspensions, expulsions, and other).
    • Lack of school involvement (e.g., low expectations, minimal or no extracurricular involvement).
    • Family at risk (e.g., low socio-economic status, transient, and limited-English proficient).
    • Conducting an analysis that focuses on data for individual students and subgroups using the prescribed tools and/or assessments.

Developing or Sustaining Schoolwide Support and Interventions
  • Working with faculty and administrators to develop a school/LEA Multi-Tiered Support Service Pyramid for Academic and Behavioral Success to appropriately match the needs of students at risk.
  • Attending appropriate professional development provided by the LEA, ALSDE, and/or other entities.
  • Providing training and/or support to teachers and instructional leaders on strategies that effectively impact students at risk.
  • Working with existing or establishing new extended partnership opportunity programs to the school or community, including, but not limited to the Community Education and Twenty-First Century Community Learning Centers (21st CCLC) extended-day and extended-year programs, Mental Health Centers, Family Services Centers, and Helping Families Initiatives.

Generating School Support
  • Identifying and determining the schools' and students' academic and behavioral needs.
  • Developing and coordinating appropriate interventions in collaboration with the school leadership team.
  • Utilizing existing school-based teams (e.g., School Leadership, Problem-Solving Teams, Student Support Teams, School Improvement, and other).

Providing Direct Service
  • Developing and implementing individual, small-group, and whole-school prevention and intervention strategies to increase the number of students staying in school and graduating.
  • Assisting colleagues (counselors) and students to develop a personal education and career plans to include the best course of study to meet academic, graduation, and postsecondary goals.
  • Incorporating a program to enhance students' personal and social emotional skills (e.g., character education, motivation, goal setting, conflict resolution, suicide, bullying, and resilience).


Developing Transitional Programs and Vertical Teams
  • Collaborating with feeder elementary and/or middle school(s) to identify elementary school students at risk of middle/high school failure.
  • Conducting periodic vertical team meetings among elementary, middle, and high school teachers and instructional leaders to support the balance of academic/behavioral success.
  • Developing an action plan to improve individual student and subgroup transition success rate.
  • Collaborating with teachers, guidance counselors, and instructional leaders to ensure the development of transition programs for selected grades (e.g., fifth and eighth grade students) to help students successfully adapt to middle and high school.

Developing Family, Community, and Other Relationships
  • Connecting students and their families with community organizations and programs (e.g., State At-Risk 20% non-profit, non-government community partnerships, Governor's High Hopes community partnerships, family service centers, mental health centers, and others).
  • Developing, working with, or sustaining mentoring programs (e.g., existing school, community, LEA, state, or federal mentoring programs).
  • Providing support to families of students at risk of failing to be promoted or to graduate on time or dropping out.

Evaluation and Reporting
  • Tracking the progress of individual students and school subgroups as they progress to high school.
  • Conducting and analyzing ongoing formative and summative evaluation data to determine the program's effectiveness.
  • Providing and submitting reports as requested to the school, LEA central office, and/or ALSDE.


Terms of Employment
  • 9 months, 187 days. Salary to be determined by salary schedule.
Created: 2024-09-14
Reference: 140046
Country: United States
State: Alabama
City: ** System-Wide

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