Transitional Coach (Tier II MTSS Interventionist) / Darlington High School

• Transitional Coach (Tier II MTSS Interventionist)
• Darlington High School,

School Year, 210‑day position. Salary $34,751 base (based on education and experience). Non‑Exempt.

Reporting to the Principal or Designee.

Required to have a negative TB test on file prior to starting work.

Position Summary

The Transitional Coach is a proactive student success advocate who supports students during the critical transition into high school, with a primary focus on ninth‑grade success.

The coach works collaboratively with feeder schools, school personnel, families, and community partners to identify students who may be at risk academically, behaviorally, socially, or through attendance concerns.

Through coordinated intervention, progress monitoring, mentoring, and resource connection, the coach helps students develop the skills and supports necessary to remain on track for graduation.

Essential Duties and Responsibilities

• Student Transition Support
• Coordinate and facilitate the transition of students from feeder middle schools into high school.
• Develop individualized transition plans for identified at‑risk students.
• Conduct orientation activities and transition events for incoming freshmen and their families.
• Monitor student adjustment during the first year of high school.
• Student Success and Intervention
• Identify students demonstrating academic, attendance, behavioral, or social‑emotional concerns using multiple data sources.
• Provide targeted coaching, mentoring, and problem‑solving support.
• Assist in developing intervention plans aligned with the district’s MTSS framework.
• Conduct regular student check‑ins and monitor intervention effectiveness.
• Connect students with appropriate school and community resources.
• Attendance Support
• Monitor attendance data to identify patterns of absenteeism.
• Implement attendance interventions designed to reduce chronic absenteeism.
• Collaborate with families to remove barriers affecting student attendance.
• Academic Monitoring
• Monitor grades, course completion, and credit accumulation. Collaborate with teachers, counselors, and administrators to develop support plans.
• Assist students in establishing academic and personal goals.
• Encourage the development of organizational, study, and self‑advocacy skills.
• Behavior and Social‑Emotional Support
• Promote positive behavior interventions and restorative practices.
• Collaborate with administrators and counselors to reduce discipline referrals; support students in developing conflict resolution, decision‑making, and resilience skills.
• Foster student connectedness through mentoring and engagement opportunities.
• Family and Community Engagement
• Establish positive relationships with parents and guardians.
• Maintain regular communication regarding student progress and available supports.
• Coordinate meetings with families, school personnel, and community agencies as needed.
• Connect families with appropriate community resources and services.
• Collaborative Partners
• School counselors, teachers, administrators, MTSS teams, and community organizations.
• Participate in student support meetings and intervention planning.
• Data Collection and Reporting
• Maintain accurate records of interventions and student progress.
• Analyze attendance, academic, behavioral, and engagement data.
• Utilize data to adjust interventions and improve outcomes.
• Desired Outcomes

The Transitional Coach is expected to contribute to measurable improvements in chronic absenteeism, course completion, credit attainment, promotion to tenth grade, graduation rates, and coordination between feeder schools and the high school.

• Minimum Qualifications
• Bachelor’s degree required; Master’s degree preferred.
• Experience working with secondary students, particularly at‑risk youth.
• Knowledge of MTSS, PBIS, restorative practices, and student intervention strategies.
• Strong interpersonal, communication, and organizational skills.
• Ability to analyze student data to inform interventions.
• Ability to build collaborative relationships with students, families, staff, and community partners.
• Preferred Qualifications
• Experience in counseling, student services, instructional coaching, graduation coaching, or administration.
• Knowledge of attendance improvement strategies.
• Experience coordinating transition programs.
• Familiarity with student information systems and data management.
• Experience working with diverse student populations.
• Knowledge, Skills, and Abilities
• Strong commitment to student advocacy.
• Excellent relationship‑building skills.
• Ability to motivate and mentor adolescents.
• Effective problem‑solving and conflict‑resolution skills.
• Ability to maintain confidentiality.
• Strong organizational and time‑management skills.
• Ability to work independently while collaborating effectively with multidisciplinary teams.
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