This vacancy is the result of temporary funding through the Elementary and Secondary School Emergency Relief Fund (ESSER). The duration of the funding means the position is temporary and may last for one, two, or three years. Hired candidates may be excessed or non-renewed from the position for the following school year. 

Job Title: Community Field Coordinator (CFC)

The Community Field Coordinator (CFC) will assist with the implementation of the school-wide support and community outreach program. The CFC develops and implements programs and strategies that will establish partnerships and collaborations with community agencies, corporate organizations and families.

The CFC will maintain high a level of professionalism, responsibility, consistency, and respect at all times.

Reports to:

Principal/Headmaster

Responsibilities:

1. Initiate and develop a marketing plan for the school newsletter and brochures.
2. Establish formal/informal partnerships with community and corporate agencies.
3. Initiate community outreach using appropriate cultural and linguistic strategies.
4. Coordinate events and celebrations including cultural diverse activities that affirm the international heritage of all students and their families.
5. Develop strategies to ensure parent and family involvement in the school.
6. Assist in the coordination of parent/community advocacy and support for the school.
7. Make phone contact with students' parents/guardians.
8. Identify resources collaborators/speakers to facilitate dialogues and presentations for the student body.
9. Initiate and develop corporate partnerships that will provide additional financial and programmatic resources for the school.

Qualifications

Required:

1. High School Diploma or GED
2. Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html ).
3. Excellent interpersonal skills
4. Strong communication skills
5. Demonstrated success in establishing community partnerships and networks
6. Experience working with young people
7. Demonstrated experience working with community based organizations particularly those that work with migrants and immigrant families
8. Sensitivity to student cultural and special needs
9. Ability to work as a member of a team.
10. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment 

Preferred:

1. Associate's degree.
2. Computer literacy.
3. Proven experience in fundraising, grant writing and report writing of projects.
4. Proven managerial expertise in an urban setting.
5. Experience working in urban schools.
6. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

Terms:

BTU, contractual hourly rate

Please see the Boston Public Schools website for salary information.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the SY21-22 school year.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.