Coach Supervisor

Coach Supervisor

Coach Supervisor will report to the Program Director. The Supervisor's overall job is to help create a strength-based, trauma-informed environment and provide ongoing management, direction, and support to up to 6 Coaches, to assist them in building relationships with young people and helping them progress towards their goals. To achieve this, the Coach Supervisor will perform a variety of daily duties including management and supervision. Flexibility is key as the work can change often according to the needs of the young people served by the Coach Supervisor's team. Coach Supervisor will monitor the Care 4 platform where coachee contacts and goals are entered and utilized to monitor the progress of each coachee.

The Supervisor should build trusting relationships with Coaches, as Coaches are expected to do with young people, and model a strength-based approach in their work.

Support Coaches in their efforts to build relationships with young people, including sharing effective engagement techniques.

Guide Coaches to use Motivational Interviewing techniques to develop and follow action plans with young people.

Support Coaches with the academic and career development goal-setting process, including walking through how to use the process maps and dashboards, and selecting goals based on the young person's situation.

Help Coaches navigate the DOE and other systems, as needed.

Help Coaches prevent and de-escalate crises, as they arise.

Supervisors monitor the progress Coaches are making with young people through regular supervision sessions (typically, weekly, or biweekly), and ensure Coaches are taking appropriate steps to help young people progress and plan for the next step on their journey.

To prepare for supervision, the Supervisor should review key data in advance (including goals and steps entered into the platform) During the session, the Supervisor can debrief with Coaches on the status of their relationship with young people, any crisis situations, goal-setting progress, and whether the data entered into the platform is up to date.

Acknowledge and celebrate Coaches' strengths and progress.

Identify areas for growth.

Provide appropriate skill development opportunities.

Conduct team meetings with Coaches and facilitate relevant conversations, such as: Best-practice engagement and coaching techniques; Shared challenges across the team; Upcoming events, training, and/or group activities.

The Supervisor will also meet with the Program Director regularly to receive supervision. During this session, the Supervisor can provide an overview on Coach progress, raise any concerns, and request assistance in any areas.

Meeting with young people and assigning Coaches.

Matching young people to new Coaches, as needed.

Working collaboratively with other professionals, such as foster care staff, school administrators, guidance counselors, etc., as needed.

Participating in all Coach hiring.

Working collaboratively with other staff and system providers driving towards similar goals in a coordinated fashion.

Helping staff facilitate therapeutic peer groups, which can focus on skills such as healthy communication, positive peer relationships, dealing with peer pressure, and service learning.

Working with the Program Director to conduct outreach to outside community agencies and provide direction to all program staff.

Ensuring that administrative and financial procedures are in place.

Monitoring that all Coaches are entering data and opening/closing goals as needed in order to meet necessary deadlines.

Coach Supervisors should have an MSW degree and a minimum of three years of experience working with at-risk or system-involved youth. Supervisory experience and experience as a Coach is preferred.

Strong written and verbal communication skills.

Strong time-management, organizational skills, and attention to detail.

Ability to conduct outreach and build partnership with outside community agencies.

Experience in or openness to interpreting data to inform decision-making.

Experience in or openness to implementing evidence-based practices.

Ability to use Motivational Interviewing techniques.

Ability to use trauma-informed techniques.

Ability to facilitate therapeutic groups.