Williamsburg Charter High School (WCHS) is a high performing, public charter high school located in Brooklyn, New York. WCHS opened in August 2004 as the first Chancellor-authorized charter high school in the City of New York with a ninth grade class of 267 students. Now in its thirteenth year of operation, WCHS has grown to serve approximately 963 students in grades nine through twelve. The school’s mission is to unite youth, families, staff, teachers and the community at large in providing young people with the tools necessary to make sense of the world, and prepare them in their journey to become skilled workers and literate citizens of the world. Young people will accomplish this through their participation in a rigorous and demanding liberal arts education that includes language, literature, writing, science, history, mathematics, the arts, technology, and exploration in disciplines designed to teach fairness, justice, respect and compassion for themselves and others, as well as the skills of critical thinking, communication and research.
Williamsburg Charter High School provides a broad liberal arts academic program to the high-school age youth of north Brooklyn. School programs are individualized to connect to each student’s particular level of development, including English Language Learners and students with Special Education Services. Further, WCHS provides supportive relationships with faculty, extended instructional periods, and opportunities after-school and on Saturdays for additional academic support. Social and emotional support is also available to students to ensure their non-academic needs are addressed. Students are accepted to WCHS through a random lottery with no minimum requirements, tests, or auditions required to gain entrance and, as a public charter school, there is no tuition.
Are committed to providing students with a highly rigorous academic experience.
Enjoy working in a highly collaborative, professional setting as well as independently.
Are sensitive to the unique needs of the students they serve.
Engage a youth development approach in their interactions with young people by being sensitive to the developmental needs of individual students.
Are passionate and positive about school culture.
Are reflective and willing to improve upon their practice through professional development and support
Manage time, resources, and technology effectively to ensure that they can complete all required responsibilities.
Use objective data as well as anecdotal information to gauge student performance and inform changes that may be necessary to the instructional program.
See their work as a career and a lifestyle, not just a job. They should be willing to take time before and after school to complete their responsibilities such as event planning, intentionally building school culture and attending the events of students.
Should be aware of the roles and responsibilities of different staff members and will facilitate communication among those individuals and delegate situations appropriately as per the needs of their students.
The Wellness Coordinator should be adept at:
Identifying student and staff needs and designing programs and interventions to meet these needs.
Understanding and implementing a data-driven approach to all aspects of school information management including, but not limited to, academic achievement, conduct, attendance and the intentional building of school culture.
Bringing people together to create a strong sense of cohesion and identity with the purpose of increase school connectedness, building relationships and investment in the program.
Communicating promptly, clearly and frequently with students, staff and families.
Mediating conflicts and creating consensus.
Creating accountability structures for all members of the school community.
Embracing and embodying the mission of the school as well as demonstrating a full awareness of the school’s policies and procedures.
Demonstrating a highly professional approach in dealings with students, staff and families.
Being sensitive to the developmental needs of adolescent students at different phases of their social and educational development.
The Wellness Coordinator is expected to be a role model for all those individuals with whom he/she interacts. This includes but is not limited to professional dress, punctuality, organization, etc.
The Wellness Coordinator is expected to know the names of all students under his/her jurisdiction.
The Wellness Coordinator is expected to know the various academic levels of his/her students, thus working with the Guidance Counselor and Social Worker to ensure effective workshops that are catered to the needs of the students
The Wellness Coordinator is expected to create and host activities that build leadership amongst the students
The Wellness Coordinator is responsible for liaising with a cohesive team of adults to meet the needs of the “whole” child.
The Wellness Coordinator is expected to create quality events that not only meet the needs of the students but also involve staff, students, parents and the community.
The Wellness Coordinator should diligently strive to attend as many student support meetings as possible
The Wellness Coordinator is expected to implement the Discipline Code as explained in the Covenant Handbook but also work diligently to restore the community in a way that builds student leadership, capacity and maturity.
The Wellness Coordinator is responsible for assisting with the cultivation of the advisory system including all advisory related tasks. (Parent contacts, phone logs, etc.)
The two Wellness Coordinators should work together to ensure that programs and events are equally distributed throughout the grade levels and that students with different interests are well represented
The Wellness Coordinator should develop monthly events and assemblies for their grade levels.
Develop programming to develop and sustain a growth mindset through all constituents of the community, including parents, teachers, students and staff.
Qualifications and Experience:
A track record of success in a leadership role that primarily involves building community and positivity within school communities
New York State fingerprint clearance
4 years experience working in a school setting
Proven leadership and strong communication skills
Experience in adult training and the delivery of staff development
Knowledgeable about the needs of various special needs populations including English Language Learners
Evidence of flexible thinking and a new willingness to accept new idea and constructive criticism
Evidence of a personal journey that underscores the value of a growth mindset