Learning Specialist – Soulard Campus
Title: Learning Specialist
Department/Location: Programs/Soulard Campus
Reports To: Academic Coordinator
Exempt/Non-Exempt: Part-Time, Non-Exempt
Compensation: Based on experience
Hours: TBD
Organization Description:
Since 2018, GSGBC has implemented trauma-informed care through its organizational operation and how services are provided to members and their families. GSGBC is currently working with the Conscious Discipline model, a trauma-informed/evidence-based model of social-emotional learning, to implement trauma-informed care in our Clubs. Conscious Discipline helps us to better understand children’s behavior and emphasizes safety, connection, and problem solving. Staff are trained in trauma-informed care and will be provided with the tools to better understand how trauma affects our members, and how they can deal with the behaviors associated with trauma.
GSGBC offers afterschool and summer programming for youth ages 5-16, serving more than 700 youth annually. GSGBC supports youth development and holistic health with programs that include: Academics, Athletics, Character Building, Healthy Living, College & Career Readiness and The Arts. The Afterschool Program runs August through May, 2:30pm-7:30pm, a Summer Camp is offered June through August, 7:00 am-6:00 pm.
Primary Function:
The Learning Specialist will serve in a state licensed facility and be responsible for designing, implementing, organizing, and supervising all educational programming; providing instruction to youth; collection and analyzation of data for reporting; and implementation of educational activities that align with our core competencies of academic excellence. The Learning Specialist will also support a trauma-informed environment through the Sanctuary Model which provides a structure and common language for people to communicate and collaborate with each other. In addition to these duties the Learning Specialist will be responsible for maintaining a safe and healthy physical space in which programming takes place, and other duties as assigned.
Key Roles (Essential Responsibilities):
Goals:
- Ensure that each participating member reads at grade level
- Thread literacy throughout programming
- Increase members engagement and school and learning through educational enrichment
- Ensure members demonstrate timely academic improvement
- Increase reading desires for recreation and personal interest
Positive Relationships:
- Promote a culture of health, wellness, social well-being, and safety throughout the Club through activities and special events
- Be a mentor and role model for members
- Oversee coordination of tutoring, education programs and help coordinate other programs as needed such as homework hour and educational enrichment workshops
- Plan and implement high yield learning activities for members
- Maintain supplies and inventory of all education materials and teaching tools
- Participate in team meetings, staffing events and support fundraising efforts as needed
Data Collection, Measurement and Reporting
- Work collectively with the Program Department to develop systems for collecting and analyzing data
- Through developed lesson plans, implement appropriate tutoring and educational plan
- Maintain statistical data for all education-related activities (i.e., number of student participants, tracking participation in individual program activities, volunteer hours dedicated to educational activities, etc.)
- Prepare program related reports and updates as required
- Develop assessments that measure 3rd grade and middle school readiness for participants in the afterschool program in conjunction with other staff
- Evaluate program process on a regular basis and provide feedback to members, parents, and program staff
Safety and Physical Space
- Assist in maintaining appropriate staff/member ratio at all times
- Provide proper supervision and behavior management of members
- In coordination with Program Manager(s) participate in appropriate drills, i.e., fire, intruder etc., as scheduled and seasonal tornado drills and natural disaster drills as required
Position Requirements/Qualifications
- Bachelor’s degree or equivalent from a four-year college with a focus in Early Education or other highly relevant field; Master’s degree preferred; or 4 years related experience and/or training; or equivalent combination of education and experience
- Minimum of 3 years’ experience in Education, working with children and the public in an educational setting; knowledge of working in youth development and with youth preferred and highly desirable
- Able to work independently and be self-motivated
- Able to uphold professional relationships and standards
- Excellent interpersonal, communication and organizational skills
- Must have the ability to interact effectively with all age levels and cultural backgrounds
- Must pass background checks per employment requirements set by the Missouri Department of Elementary and Secondary Education as a condition of employment
Skills & Knowledge Required:
- Experience in working with children and youth
- Knowledge of youth development and best practices
- Strong communication skills both oral and written
- Strong leadership skills including problem solving, critical thinking and program implementation
- Ability to work with a team and/or individually
- Demonstrated experience implementing youth programming curricula
- Awareness of and sensitivity to multicultural academic environment
Physical Requirements/Work Environment:
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.
Gene Slay’s Girls & Boys Club of St. Louis provides equal employment opportunities to all regardless of race, color, sex, national origin, military service eligibility, veteran status, marital status, disability, gender, gender identity, gender expression, sexual orientation or any other category protected by law.
