POSITION IDENTIFICATION
TITLE Coordinator, Student Success Coaches
CLASSIFICATION NUMBER 2395
GRADE 43
CLASSIFICATION Exempt
IMMEDIATE SUPERVISOR Associate Director of the Center for Academic Success and Transition
GENERAL FUNCTION
The primary role of the Coordinator, Student Success Coaches supervises and supports
student success coaches daily. The Coordinator, Student Success Coaches facilitates
the development of each success coach including their student meetings, data gathering
of students, and communication with students across various media. Under the guidance
of the Associate Director of Center for Academic Success and Transition (activity
director) the Coordinator, Student Success Coaches administers grant activities directly
related to success coaching. The Coordinator, Student Success Coaches serves as liaison
for continuous training with staff and vendors.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A master’s degree is required.
Experience: At least two years of experience in higher education and familiarity with
student engagement programs, or first year experience, or support for students from
diverse backgrounds is required.
Skills: Demonstrated ability to work collaboratively as part of a team to achieve
challenging objectives is required. Excellent verbal and written communication skills,
interpersonal skills, and organizational skills are required. A working knowledge
of various software and database applications is required. The ability to develop
knowledge of, respect for, and skills to engage with those of other cultures or backgrounds
is required.
Other: The scope of the position occasionally requires work in the evenings and weekends.
ESSENTIAL DUTIES AND RESPONSIBLITIES
1. Provides direct supervision to all success coaches by meeting with each coach regularly
to review weekly productivity logs, time sheets, and overall performance to ensure
they are meeting their goals to maintain continued participation in the program.
2. Engages and supports first-generation students through proactive referrals to appropriate
resources and interventions, timely reminders, and other targeted individual and group
communication using texting, emails, and phone calls.
3. Serves as a liaison between success coaches and the Center for Academic Success
and Transition staff regarding coach concerns, training needs, and other needs.
4. Maintains a caseload of students for coaching.
5. Assigns and monitors coach and peer mentor individual and shared activities; may
supervise peer mentors as needed.
6. Reviews data uploads and monitors text messaging platform in coordination with
the Title III Project Director.
7. Teaches GEP 101 as needed.
8. Meets regularly with Associate Director of Center for Academic Success and Transition
to report and advise on coach performance and duties.
9. Attends weekly coach meetings and other meetings as needed.
10. Contributes to a work environment that encourages knowledge of, respect for, and
development of skills to engage with those of other cultures or backgrounds.
11. Remains competent and current through self-directed professional reading, developing
professional contacts with colleagues, attending professional development courses,
and attending training and/or courses as directed.
12. Contributes to the overall success of the Center for Academic Success and Transition
by performing other duties and responsibilities as assigned.
SUPERVISION
The Coordinator, Student Success Coaches is supervised by the Associate Director of
the Center for Academic Success and Transition and may supervise part-time employees,
graduate assistants and student employees.
OFFICE OF HUMAN RESOURCES
DECEMBER 2021
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3.0 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 3.0 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.
Factor 3: Interactions with Others
Level 4.0 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.
Factor 4: Job Controls and Guidelines
Level 3.0 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.
Factor 5: Managerial Responsibility
Level 3.0 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.
