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Job Details

Requisition Number 17-0773
Title (ISWA) High School Advisor-Academic Intervention Manager- 2017/18
City Statewide
State WA
Description ISWA High School Advisors will play a critical role in providing student supports and direction in the areas of student engagement, student compliances, and active implementation of all assigned student intervention plans. Through online availability, tutoring, and active student/LC communication. Advisors must partner effectively with teachers, counselors, FAST Team members, and administration to enhance student accountability and success.

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties and/or skills required; other duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.
• Develop, monitor, and actively support Academic Intervention plans daily/weekly. Examine academic progress and activity of students on their caseload on a daily and weekly basis and create individual and small group intervention plans
• Communicates high expectations and shows an active interest in student progress;
• Communicate individual student needs to teachers, counselors, FAST, and school leadership for additional support.
• Maintain continual communication with students and focus on stimulating student engagement every day through online availability and structured support.
• Generate focused and interactive live sessions utilizing tools with the goals of promoting student engagement and ISWA culture.
• Observe and oversee student behavior with the purpose to provide a safe learning environment which promotes high academic expectations.
• Report all incidents of concerns for the purpose of creating a safe atmosphere for all students and ISWA as a whole, while adhering to school policies and state law.
• Respond to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
• Provide 40+ hours a week, with the vast majority between the hours of 8 am -5 pm, to the responsibilities of the position.
• Communicate with learning coach weekly to review and highlight key areas of student growth, and engagement along with providing expectations and goals; monthly communication with learning coaches of struggling learners is expected.
• Conduct daily/weekly contact of students by phone who are showing signs of failure or struggling, based on grade to date, missed log ins, activity in a course and number of missing assignments to assist student in creating a personal action plan.
• Collaborate with all school personnel (academic, SST, Ops) with the purpose of providing key resources in order to increase student outcomes.
• Use academic and engagement data to drive interventions to best support each uniquely independent student.
• Facilitate daily/weekly small group intervention sessions focus on student skill development
• Attend state testing trainings and participate in proctoring throughout the school year.
• Communicate Star360 expectations to students.
• Provide support supports including student onboarding, orientation, online sessions, along with support for late-start students
• Attend and actively participate in all face to face professional development meetings, weekly online staff meetings, along with weekly SST and advisor team meetings
• Contribute to the purpose and mission of ISWA with a collaborative team approach with a solution oriented focus.
• Attend MTSS meetings with teachers and counselors
• E-Mail “Monday Morning Updates” to their caseload with the purpose of keeping communication/expectations clear.
• Perform other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
• Document all student and learning coach interactions in Total View within 24 hours of student contact.
Competencies: To perform the job successfully, an individual should demonstrate the following competencies.

• Adaptability/Flexibility: Adapts to change, is open to new ideas, takes on new responsibilities, handles pressure, and adjusts plans to meet changing needs.
• Integrity/Ethics: Deals with others in a straightforward and honest manner, is accountable for actions, maintains confidentiality, supports company values, and conveys good news and bad.
• Teamwork: Meets all team deadlines and responsibilities, listens to others and values opinions, helps team leader to meet goals, welcomes newcomers and promotes a team atmosphere.


• Active Washington State Teaching Certification
• 3+years of academic professional experience preferred
• Valid fingerprint clearance card or background check
• Able to take initiative and work independently, yet able to work on a team
• Detail oriented, excellent time management skills, and able to prioritize
• Excellent and timely written and oral communication skills
• Ability to schedule and hold a high volume of phone meetings with students/parents on a daily basis
• Open to feedback for continual improvement
• Able to take initiative and be a self-starter
• Demonstrated use of Microsoft Office—Word, Excel, PowerPoint, and Outlook
• Flexible, dependable and trustworthy with highly sensitive information
Certificates and Licenses: Washington State Teaching Certification


• Excellent attention to detail
• Great organizational and time management skills
• Strong written and verbal communication skills
• Strong technology skills
• Ability to pass required background check
• Experience working with the proposed age group
• Experience supporting adults and children in the use of technology
• An ability to learn new technology tools quickly (e.g., database and web-based tools)
• Experience working in and educational setting
• Bachelor’s Degree in Education

• Bachelor’s degree in Education, Communications, or Marketing
• Experience with Alternative Learning Environment (ALE) rules and regulations

ESSENTIAL PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Working with Fingers: Ability to type, sort through pages/papers, or otherwise work with fingers (including thumb) and palm frequently each day.
• Repetitive Motion: Ability to move wrists, hands, and/or fingers such as in typing frequently each day.
• Sitting: Ability to sit much of the day.
• Visual: Ability to see and read PC screens, and normal type size print.
• Hearing: Ability to answer/route telephone calls, and understand what clients and co-workers are saying in normal conversation.

ESSENTIAL MENTAL REQUIREMENTS: The mental requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Comprehension: Ability to understand, remember, and apply oral and/or written instructions or other information. Ability to understand, remember, and communicate routine, factual information.
• Organization: Ability to organize and prioritize work schedules for on short-and long-term basis.
• Reasoning/Decision-Making: Ability to make decisions which have moderate impact on the school’s credibility, operations, and services.
• Communication: Ability to understand and follow basic instructions and guidelines. Ability to complete routine forms, use existing form letters and/or conduct routine oral communication. Ability to compose letters, outlines, memoranda, and basic reports and/or to orally communicate technical information. Ability to communicate with individuals utilizing a telephone and computer; requires ability to hear and speak effectively on the phone. Ability to express or exchange ideas by means of the spoken word, communicating orally with others accurately, expediently and at sufficient volume. Ability to speak before groups/make presentations. Ability to compose materials such as detailed reports, work-related manuals, publications of moderate scope or impact, etc.
• Mathematics: Ability to compute, analyze, and interpret numerical data for reporting purposes.


• Computers/Peripherals/Other Office Machines: Computer
• Computer Software: Electronic Mail Software (Microsoft Outlook preferred); Spreadsheet and Word Processing Software, (Microsoft Excel and Word preferred); Database Software; Web proficiency.
• Other Tools/Devices/Machines (including Vehicles): No other tools, devices or machines are required in order to perform the essential functions of the position.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level in the office is usually moderate (computers, printers, light foot traffic).
  • Please view Equal Employment Opportunity Posters provided by OFCCP here.
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