17 jobs found

About College Track College Track is a comprehensive college completion program that empowers students from underserved communities to graduate from college. From ninth grade through college graduation, our 10-year program removes the academic, financial, and social-emotional barriers that prevent low-income and first-generation students from earning their college degree. In 1997, we started with 25 students in East Palo Alto, and today, we have ten centers located in underserved communities across California, Colorado, Louisiana, and the D.C. Metro Area with more than 3,000 students on the path to upward social mobility. To learn more, please visit www.collegetrack.org Our Impact College Track students graduate from college at a rate that is more than double the national average for low-income and first-generation students. Five years out of college, our graduates are employed full-time, and over 85% report earnings greater than their parents. By helping our students maximize the value of their four-year college degree, which includes minimizing student loan debt, securing internships, and limiting the need to work while in college--we prepare them to succeed in the 21st century economy.    Our Values At College Track, our values drive the way we do our work, and we look for individuals who share our passion. We blend an entrepreneurial spirit with our nonprofit roots, cultivating a dynamic culture where everyone's contributions are valued and encouraged. COMMITMENT: We have an unwavering belief in our students.​ PASSION: We are dedicated to changing our nation’s college completion story.​ JOY: We create environments rich with smiles and laughter.​ AUTHENTICITY: We believe relationships matter.​ EXCELLENCE: Our students deserve nothing but the best.     Position Overview College Track at the Durant Center is seeking a Student Life and Wellness Director responsible for the design and successful implementation of the Student Life and Wellness Department. The Student Life and Wellness program is responsible for student growth and development in the areas of identity formation, social-emotional learning and student wellness. These program elements are delivered through experiential education opportunities, service learning, workshops and 1:1 meetings. This position has two essential categories of responsibility:   a) Support students' identity formation, social-emotional learning and wellbeing, and development of an intrinsic motivation to become a college graduate through workshops, internship placements, and service opportunities;   b) Provide or ensure provision of appropriate wellness services to students in need of coaching while supervising a cohort of wellness interns from local graduate mental health programs who work 1:1 and lead workshops with students from a wellness perspective. Primary Responsibilities Include: Supervision and Management of Student Life Program:   Promote student leadership by ensuring that 100% of students are engaged in meaningful summer activities, complete relevant community service work and cultivate a sense of purpose by declaring and working toward their dreams. Creation, Supervision, and Management of Wellness Program:   promote student social/emotional wellbeing and non-cognitive skill acquisition through the creation, management, supervision and evaluation of a student Wellness Program. Supervise graduate interns directly (or ensure proper supervision and monitoring) and ensure that they areappropriately coaching students individually and through workshops, in developing skills and resources in social/emotional wellbeing areas. Work with acute students 1:1 as necessary. Refer students to community resources and conduct family meetings as necessary. Implement Wellness Program Core Practices: Ensure that quality 1:1 wellbeing coaching is delivered to  students Train staff in trauma-informed care and crisis protocols Facilitate Scholar Talk Intervention Meetings with frontline staff regarding students on academic intervention and/or having social/emotional wellbeing challenges Deliver the CoVitality student wellbeing strengths assessment and manage results Consult with College Completion Advisors regarding their flagging college students and coach them on appropriate interventions Enhance College Track programming by providing social/emotional wellbeing and student life lessons   Program Design, Curriculum Development and Implementation:Work with the Site Director and National Staff to successfully create and deliver a high-quality Student Life and Wellness program.  Ensure that site goals are attained and quality programming is delivered in the following program components: experiential learning workshops, 1:1 and group student support, summer engagement, community service, and social/emotional learning. Staff Development and Recruitment:   Recruit, hire, develop, manage,  and either directly supervise and evaluate graduate mental health interns, Student Life and Wellness part-time staff and volunteers or effectively manage the process. Support site team in creating purpose-driven programming. Graduate Intern Training Program Development and Management:   Develop university partnerships with graduate mental health programs, and community partners to support implementing high-quality programming for students. Recruit, hire, train, supervise and manage a team of graduate psychology and social work interns and their work with students to ensure the overall health, wellbeing, and success of students. Build a collaborative team of individuals committed to supporting students’ social/emotional health and ensure they are trained and prepared to be excellent clinicians. Assessment and Measurement:   Actively work to measure and demonstrate the efficacy of Student Life and Wellness programming to assist with student performance and college completion.     Staff Support:   Train colleagues and facilitate discussions from a whole-student perspective. Serve as a consultant to all staff regarding student wellness, social-emotional learning, and non-cognitive skill development. Be a resource to staff on how to manage and assist struggling high school and college students. Train College Track staff in crisis protocols and trauma-informed care. Financial and Resource Management:   Monitor and meet the expense budgets for Student Life and Wellness Program. Identify and develop external sources of funding for the program. Supervise fundraising efforts for student enrichment opportunities. Maintain Continuing Education and Licensure:   Learn about new developments in the health and wellness field by reading professional literature, attending continuing education classes and seminars and through maintaining contact with community resources. Keep license active and current. New Projects:   Projects as assigned by the Site Director and the Quality and Learning Director.   Skills & Experience Required      First and foremost, the Student Life and Wellness Director must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Must also have: A minimum of a master of arts degree in a mental health profession with professional license (LPC, LPCC, LMFT, LCSW, etc.) or a 2 years as an MSW/LMSW or equivalent is preferred. Ideally you are able to supervise graduate level mental health interns and, if not, you must be knowledgeable in how to (and able to) ensure this happens at high levels. Strong leadership skills and ability to motivate and inspire others under a shared vision of excellence Demonstrated success in counseling, motivating and managing high school students to meet high expectations in youth development, wellness, social/emotional learning, experiential learning, and/or service learning Knowledge of best practices in civic engagement, community service-learning, and community partnerships, informed by social justice, place-based education, and collaboration Strong experience in program design and curricular development Excellent relationship building skills and demonstrates communication skills that foster trust, values differences and furthers College Track’s mission Focus on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact Manages people, projects and oneself to achieve excellent results and expand organizational impact Results-driven; commitment to utilizing data and evidence-based practices to meet student needs (experience with Youth Mental Health First Aid, ACT, CBT, DBT, Trauma-Informed Care and Motivational Interviewing is ideal) Knowledge of applicable legislation, standards, policies and procedures in mental and behavioral health fields The Ideal Candidate may also have the following preferred qualifications: Two (2) years of experience in providing youth mentorship and/or youth case management services Demonstrated success in training, supervising and managing graduate mental health interns Ability to manage interpersonal conflict situations requiring tact, relationship-centered practices and discretion Ability to design, plan and promote new and existing events on a regular basis Proficient in speaking, reading and writing in both English and Spanish Proficient with using Google Suite & Salesforce data management platforms    Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.   To Apply Please upload a resume and a thoughtful cover letter with your application. We will only contact candidates chosen for further consideration. No phone inquiries please.     College Track is an equal opportunity employer fully committed to achieving a diverse workforce. College Track does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression.  

Job Summary  The Director - Fair Practices & Compliance's primary responsibilities are to manage, direct, and coordinate all activities of the Office of Fair Practices to include managing the Equal Employment Opportunity & Title IX Compliance Unit, Staff Investigations and the Minority and Women Business Enterprise Unit. Essential Functions  Represents the department in matters relative to the functions of the Office and meet with external administrative and enforcement entities, as well as, with internal supervisors and managers concerning program activities. Oversees staff investigations, investigations of discrimination and Title IX complaints in a timely manner. Reviews comprehensive investigative reports, findings of fact and recommendations. Identifies and integrate best practices in the fair practices arena, including policy needs. Directs the planning, preparation and implementation of the Board’s Minority and Women Business Enterprise Program; oversees the Program’s education, training and outreach efforts. Tracks cases, data, and trends relative to investigations and complaints and identify training needs; identifies trends and develop focus training. Oversees outreach efforts of the Minority and Women Owned Business Program. Reviews and ensures district policies, procedures, protocols, and practices are compliant with applicable state and federal laws and regulations; makes recommendations for policy changes; collects data and submits mandated reports to state agencies. Keeps abreast of current state and federal laws and regulations and trends in the field of K-12 education related to Title IX, Title VII, ADA, ADEA and procurement laws. Oversees the Office’s budget. Desired Qualifications  Bachelor’s degree from an accredited, four-year college or university AND ten (10) years of recent professional experience implementing an equal employment opportunity or fair practices program and ensuring adherence to fair practice standards to include administration of programs for persons with disabilities and policy implementation. A combination of education and relevant experience may be accepted. Juris Doctorate Degree from an accredited college or university preferred. Excellent interpersonal, written, and oral communications skills to communicate effectively with all levels of internal employees, the public, and government elected officials; and be able to clearly communicate through formal presentations, in writing, by email or telephone contact.  Demonstrated knowledge of EEO laws (e.g. Title VII, ADA, Title IX, Section 504, etc.), and other applicable state and federal laws and regulations related to fair practices. Demonstrated experience conducting EEO or Staff Investigations. Ability to effectively manage multiple, on-going and complex caseload of complaints while meeting established deadlines. Strong organizational skills and the ability to handle multiple, concurrent, and high priority tasks. Demonstrated experience ensuring adherence to program fair practices standards. Experience monitoring compliance with state and local minority business enterprise programs. Experience establishing and maintaining relationships with key stakeholders to include Federal, State and local partnership; and be able to accurately document and record information, generate reports, and evaluate information to determine compliance with standards and to ensure compliance with laws.  Ability to build and establish collaborative relationships with a wide range of constituencies (e.g. students, parents, administrators, faculty, staff, and community organizations) from diverse backgrounds.

Job Summary  The Analyst, School Stat position would focus on collecting, analyzing, and reporting school police data, so that school police are able to make informed decisions regarding violence prevention and safety for all students. Additionally, this analyst would work with the Chief of Schools to establish an official school stat process for central office and works with all departments to ensure that topics are presented for discussion. The Analyst - School Stat will report to the Chief of Schools and Chief of School Police. Essential Functions  Formulates mathematical or simulation models of management and operational problems for solution by computers or other methods to assist with School Police tracking and reporting of data. Analyzes and documents study findings and drafts alternate plans for implementation of new systems, procedures or organizational changes for School Police. Drafts narrative, statistical and graphic reports and participates in the preparation of group presentations, detailing analyses, evaluations, alternate action plans and recommended courses of action for presentation to management about School Police data. Assists in facilitating implementation of new systems and/or procedures; may install and train personnel in applications; monitors and evaluates process; and advises management of obstacles. May develop or update operating manuals outlining established methods of performing work in accordance with organizational policy. Develops a school stat structure where all central office departments convene and discuss pressing topics. Liaises between offices to coordinate the school stat topics and presentations. Desired Qualifications  Bachelor’s degree in computer science, business intelligence, data analytics, applied mathematics, statistics, or related field.  Master’s degree preferred.  Degree must be from an accredited college or institution. Previous exposure to or experience in the education sector a plus. Experience using GIS mapping software preferred.

Job Summary  The Specialist - Equity position works in the Department/Office of Equity to provide leadership in the development and implementation of the City Schools strategic equity plan. Provides direct support, training, and consultation for employees across the organization on topics such as, but not limited to: equity, culturally responsive pedagogy, bias, inclusion, diversity, etc. Works collaboratively with schools and offices to utilize a racial equity lens to ensure achievement for all students.  Essential Functions  Supports Director and the Department/Office of Equity in providing leadership in the implementation of the Equity Policy.    Develops, coordinates and facilitates training and professional development to City Schools employees to build capacity in the application of a racial equity lens. Provides support to schools and offices on the development and implementation of programs and initiatives that support equity across every indicator of City Schools’ student success.  Provides support to schools in developing and implementing school performance plans that address the predictability and persistence of gaps in student performance. Provides support to offices in developing and implementing performance plans that address the systemic focus on equity and excellence. Provides training and implementation support on building inclusive climates that honor the culture, experiences, and humanity of students, families, and community.  Provides support to schools to reduce the use of interventions that remove students from the active learning environment. Desired Qualifications  Bachelor’s degree in education or related field from an accredited college or institution. Master’s degree preferred. Demonstrates expertise in leading programs serving marginalized populations, demonstrated competency in the areas of anti-racist and anti-oppression pedagogy, racial equity, educational equity, access, and cultural proficiency, restorative practices, trauma-responsiveness, and social-emotional well-being. Experience in supporting the achievement of underserved populations preferred.  Understanding of current research-based practices to include the ability to analysis of quantitative and qualitative data.

Job Summary  The Specialist - Scheduling and Support to the CEO position provides confidential secretarial and administrative support to the Chief Executive Officer and manages the CEO’s calendar including ensuring appropriate backup for all events and meetings.    Arranges travel and meeting registration for the CEO.    Responsible for some of the clerical and administrative activities of the Chief Executive Officer/Chief Of Staff offices.    Requires the exercise of considerable discretion and independent judgment and action in regularly handling highly complex and confidential matters.    Requires the regular application of knowledge of the substantive work of the school district, their objectives, and lines of communication.   Essential Functions Manages the calendar and meeting schedule of the Chief Executive Officer, with support from the Executive Assistant.  Makes arrangements for meetings and conferences to include scheduling, agenda coordination, meeting rooms, catering, travel arrangements, etc.  Requests, collects, and compiles backup materials for CEO meetings. Ensures the CEO stays on schedule by facilitating the on-time transition of the CEO between meetings. Facilitates regular CEO calendar meetings with the CEO and COS teams to ensure CEO is prepared for all meetings. Manages the CEO’s technology to ensure devices and contacts are up to date. Responsible for CEO credit card reconciliations and other budget processes related directly to the CEO.  Supports the administrative activities of the CEO/COS offices, inclusive of secondary phone coverage and back-up for other administrative staff in the CEO/COS offices around budget, payroll, signature requests, etc. Supports seasonal projects in the CEO’s office, such as logistical support and planning for CEO Institute, summer interns, etc. Screens and handles requests and inquiries as deemed appropriate.  Processes sensitive and confidential information.  Receives and directs inquiries to appropriate staff.  Organizes and summarizes sensitive and confidential correspondence for review by appropriate staff. Desired Qualifications  Bachelor's degree in related field.    Degree must be from an accredited college or institution. Two years of experience providing administrative support to a department head or senior manager. Additional administrative support experience may be substituted for the education requirement. Knowledge of the principles and practices of administrative analysis. Knowledge of office practices and protocol. Knowledge of principles and procedures of office management and supervision. Knowledge of standard record maintenance procedures. Excellent oral and written communication skills. Proficient skill in the use of technical computer applications including Microsoft Word, Excel, PowerPoint, and Outlook or similar package. Must be able to pass a Typing Assessment, Microsoft Word, PowerPoint and Excel exam.

Job Summary  This role ensures alignment, integration, and inclusion of the academic strategy within academic offices as well as across district-level initiatives. The position serves as a liaison with central offices as well as with external partners and organizations as an advocate for the academic strategy. The Director of Strategy serves in partnership with the Director of Operations and the Special Assistant to the CAO; together supporting the Chief Academic Officer to ensure the strategic, effective, and efficient management of the Academic Offices. Essential Functions  Defines strategic direction and leads assigned teams in developing recommendations for strategic long-term goals related to academic offices. Plans, directs, and monitors the implementation of systemic academic initiatives in collaboration with Executive Directors and other chiefs with a focus on program evaluation and return on investment (ROI). Provides guidance and direction to departments under the Chief Academic Officer with a focus on strategic areas of reform. Serves as the academic office lead in ensuring effective portfolio management decisions, charter renewal, and school closing decisions and implementation. Serves as the lead in the development of the district’s Master Plan. Project manages the cross-office completion of the Master Plan required by MSDE annually to ensure timely review and final submission of the Master Plan. Serves as the lead on the design and direction of academic strategies supporting school improvement efforts in high-need schools in partnership with other district offices as well as the Maryland State Department of Education (MSDE). Serves as the academic office lead in the development of the district calendar as well as in the review of waivers associated with the approved calendar. Fosters and promotes teamwork in the design and development of educational strategies within the academic offices and across the organization.  Develops strategic alliances and works collaboratively with educational agencies, community members and other stakeholders. Partners across academic and district offices to ensure funding is aligned to support academic initiatives. Desired Qualifications  Master’s degree in education or a related field. Degree must be from an accredited college or institution. Three years supervisory/administrative/leadership experience in an urban education environment with demonstrated success. Five years of school-based experience in an urban educational environment with demonstrated effectiveness and roles of increasing responsibility Thorough knowledge of instructional continuums and knowledge of current theories of curriculum, instruction, and assessment. Considerable knowledge of research-based school improvement designs and current issues facing urban public education. Considerable knowledge of governmental mandates impacting education.

The Baltimore City Public Schools’ Blueprint for Success lays out a plan for how we will move towards our goal of building a generation of young people with the skills, knowledge, and understanding to succeed in college, careers, and their community. Literacy is a focus area in this plan. Literacy in its fullest sense encompasses understanding and analyzing spoken and written texts from fiction and poetry to speeches, primary source documents in history, scientific research papers, news reports, opinion pieces, and more, in both print and digital form. It involves synthesizing information from multiple sources and subjects to solve real-world problems. It includes understanding modes of expression that are appropriate in different settings and being able to harness them to create clear, compelling, and powerful written and spoken texts of all kinds, from evidence-based essays to oral presentations to creative works in print and online. This is the literacy our students want and deserve in order to access what interests them, and it is what they need for success not only in all school subjects, but in careers and in life. In 2018, as part of our plan to increase teacher capacity and student achievement in literacy, City Schools created 20 literacy coach positions to work in 20 Intensive Learning Sites (ILS) - schools that focus deeply on the literacy practices of teachers, with the goal of lifting all student achievement in literacy. Literacy Coach is a 12-month (i.e., year-round) position. For the 2019-2020 school year, City Schools seeks 20 additional Literacy Coaches for newly identified ILS. Each Literacy Coach will serve in a non-evaluative role that supports the development of teachers and teacher teams through teacher reflection, learning, and decision making aimed at creating agency and capacity. Each Literacy Coach has deep knowledge of the curriculum and literacy instruction and are trained in partnership with the New Teacher Center (NTC) to plan and facilitate cycles leveraging the NTC framework. The role of our Literacy Coaches is helping to create optimal learning environments for instruction while focusing explicitly on the promotion of literacy skills for the young people of our City. Essential Functions Serve as the on-site expert on the district’s literacy curriculum to provide direct support to teacher teams. Lead best practices in teaching higher order literacy skills across content areas in reading, writing, listening and speaking.  Engage identified teachers in outcome-based coaching cycles. Work with teacher teams to foster effective collaboration and develop teacher knowledge and skill in higher order literacy skills and the district’s literacy curriculum. Analyze literacy data and provide recommendations for goals as well as specific instructional responses at the classroom and student level. Design and deliver professional development to teachers and school leaders. Conduct learning walks to observe for trends and monitor implementation for support. Serve as member of the school Instructional Leadership Team. Stay up to date on current research and best practices in the area of literacy content and pedagogy. Perform and promote all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board policies and the professional standards. Desired Qualifications Bachelor's degree in Education or related field; Master's degree preferred.  Degree must be from an accredited college or university. Valid Maryland State Department of Education Standard Professional Certificate, or at least three years of experience teaching K-12 literacy or post-secondary teaching experience in an area related to K-12 literacy. Three years of experience developing and delivering professional development to teachers to support implementation of the Maryland College and Career-Ready Standards for Literacy; district level experience preferred. Experience coaching classroom teachers and teacher teams. Advanced coursework and/or demonstrates specialized knowledge of adult learning principles. Evidence of setting goals based on multiple data points (e.g. data, student work and behavior, teacher actions, teacher knowledge and skills). 

College Track at the Durant Center is seeking a Student Life and Wellness Director responsible for the design and successful implementation of the Student Life and Wellness Department. The Student Life and Wellness program is responsible for student growth and development in the areas of identity formation, social-emotional learning and student wellness. These program elements are delivered through experiential education opportunities, service learning, workshops and 1:1 meetings. This position has two essential categories of responsibility: Support students' identity formation, social-emotional learning and wellbeing, and development of an intrinsic motivation to become a college graduate through workshops, internship placements, and service opportunities; Provide or ensure provision of appropriate wellness services to students in need of coaching while supervising a cohort of wellness interns from local graduate mental health programs who work 1:1 and lead workshops with students from a wellness perspective. Primary Responsibilities Include: Supervision and Management of Student Life Program:   Promote student leadership by ensuring that 100% of students are engaged in meaningful summer activities, complete relevant community service work and cultivate a sense of purpose by declaring and working toward their dreams. Creation, Supervision, and Management of Wellness Program :   promote student social/emotional wellbeing and non-cognitive skill acquisition through the creation, management, supervision and evaluation of a student Wellness Program. Supervise graduate interns directly (or ensure proper supervision and monitoring) and ensure that they are   appropriately coaching students individually and through workshops, in developing skills and resources in social/emotional wellbeing areas. Work with acute students 1:1 as necessary. Refer students to community resources and conduct family meetings as necessary. Implement Wellness Program Core Practices: Ensure that quality 1:1 wellbeing coaching is delivered to  students Train staff in trauma-informed care and crisis protocols Facilitate Scholar Talk Intervention Meetings with frontline staff regarding students on academic intervention and/or having social/emotional wellbeing challenges Deliver the CoVitality student wellbeing strengths assessment and manage results Consult with College Completion Advisors regarding their flagging college students and coach them on appropriate interventions Enhance College Track programming by providing social/emotional wellbeing and student life lessons   Program Design, Curriculum Development and Implementation:   Work with the Site Director and National Staff to successfully create and deliver a high-quality Student Life and Wellness program.  Ensure that site goals are attained and quality programming is delivered in the following program components: experiential learning workshops, 1:1 and group student support, summer engagement, community service, and social/emotional learning. Staff Development and Recruitment:  Recruit, hire, develop, manage,  and either directly supervise and evaluate graduate mental health interns, Student Life and Wellness part-time staff and volunteers or effectively manage the process. Support site team in creating purpose-driven programming. Graduate Intern Training Program Development and Management :   Develop university partnerships with graduate mental health programs, and community partners to support implementing high-quality programming for students. Recruit, hire, train, supervise and manage a team of graduate psychology and social work interns and their work with students to ensure the overall health, wellbeing, and success of students. Build a collaborative team of individuals committed to supporting students’ social/emotional health and ensure they are trained and prepared to be excellent clinicians. Assessment and Measurement:  Actively work to measure and demonstrate the efficacy of Student Life and Wellness programming to assist with student performance and college completion.     Staff Support:  Train colleagues and facilitate discussions from a whole-student perspective. Serve as a consultant to all staff regarding student wellness, social-emotional learning, and non-cognitive skill development. Be a resource to staff on how to manage and assist struggling high school and college students. Train College Track staff in crisis protocols and trauma-informed care. Financial and Resource Management:   Monitor and meet the expense budgets for Student Life and Wellness Program. Identify and develop external sources of funding for the program. Supervise fundraising efforts for student enrichment opportunities. Maintain Continuing Education and Licensure:  Learn about new developments in the health and wellness field by reading professional literature, attending continuing education classes and seminars and through maintaining contact with community resources. Keep license active and current. New Projects:   Projects as assigned by the Site Director and the Quality and Learning Director. Skills & Experience Required     First and foremost, the Student Life and Wellness Director must embrace College Track’s vision and mission for transforming low-income communities into places where college readiness and college graduation are the norms. Must also have: A minimum of a master of arts degree in a mental health profession with professional license (LPC, LPCC, LMFT, LCSW, etc.) or a 2 years as an MSW/LMSW or equivalent is preferred. Ideally you are able to supervise graduate level mental health interns and, if not, you must be knowledgeable in how to (and able to) ensure this happens at high levels. Strong leadership skills and ability to motivate and inspire others under a shared vision of excellence Demonstrated success in counseling, motivating and managing high school students to meet high expectations in youth development, wellness, social/emotional learning, experiential learning, and/or service learning Knowledge of best practices in civic engagement, community service-learning, and community partnerships, informed by social justice, place-based education, and collaboration Strong experience in program design and curricular development Excellent relationship building skills and demonstrates communication skills that foster trust, values differences and furthers College Track’s mission Focus on delivering outcomes despite obstacles, seeks out challenges as opportunities to grow, takes unexpected setbacks in stride, and is able to galvanize self towards goals and impact Manages people, projects and oneself to achieve excellent results and expand organizational impact Results-driven; commitment to utilizing data and evidence-based practices to meet student needs (experience with Youth Mental Health First Aid, ACT, CBT, DBT, Trauma-Informed Care and Motivational Interviewing is ideal) Knowledge of applicable legislation, standards, policies and procedures in mental and behavioral health fields The Ideal Candidate may also have the following preferred qualifications: Two (2) years of experience in providing youth mentorship and/or youth case management services Demonstrated success in training, supervising and managing graduate mental health interns Ability to manage interpersonal conflict situations requiring tact, relationship-centered practices and discretion Ability to design, plan and promote new and existing events on a regular basis Proficient in speaking, reading and writing in both English and Spanish Proficient with using Google Suite & Salesforce data management platforms Compensation & Benefits College Track offers a competitive salary based on the organization’s compensation philosophy, which is grounded in market data. We also offer comprehensive health & welfare benefits and top of the market paid time off.