Credit Recovery and In-School Suspension Assistant Position Available In Buncombe, North Carolina

Credit Recovery and In-School Suspension Assistant
Asheville City Schools
William Randolph – Asheville, North Carolina This job is also posted in North Carolina School Jobs
Job Details

Job ID:

5245447

Application Deadline:

Posted until filled

Posted:

Jun 18, 2025
Job Description
Asheville City Schools Job Description

Position Title:

Credit Recovery and In-School Suspension Assistant

Location:

William Randolph Campus

Position Type:

10-Month Classified

Reports To:

Director of Learning Pathways

Start Date:

August 14, 2025

Contact:

Carrie.

Buchanan@acsgmail.net

Position Summary:

The Credit Recovery and In-School Suspension (ISS) Assistant provides targeted academic and behavioral support to high school students in an alternative learning environment. This individual will manage the credit recovery program, supervise and guide students assigned to in-school suspension, and collaborate with teachers, counselors, and administrators to promote student success and re-engagement. The position supports the overall mission of Asheville City Schools to ensure every student graduates with the skills needed for post-secondary success.

Essential Duties & Responsibilities:

Credit Recovery Coordination:

Facilitate individualized student plans for credit recovery using digital learning platforms (e.g., Edgenuity, Apex Learning).
Monitor student progress, provide academic assistance, and communicate performance data to stakeholders.
Coordinate with high school counselors and administrators to ensure accurate placement and credit verification.
Provide structured routines and support to ensure students remain on task and accountable for their work.
In-School Suspension (ISS)

Oversight:

Supervise and manage the daily operations of the ISS room.
Maintain a safe, orderly, and respectful environment aligned with restorative and trauma-informed practices.
Collaborate with school staff to assign meaningful reflection activities that support behavioral growth.
Reinforce school expectations, model positive behaviors, and facilitate student reintegration to the classroom.

Student Support & Engagement:

Build positive relationships with students, encouraging growth mindsets, accountability, and resilience.
Communicate consistently with families, school personnel, and support staff regarding student progress and needs.
Help students develop strategies for academic, emotional, and behavioral success.
Participate in team meetings (MTSS, etc.) to support individualized student plans.

Additional Responsibilities:

Maintain accurate records of student attendance, progress, and behavior.
Assist with professional development and school-wide support efforts related to behavior intervention and alternative learning.
Perform other duties as assigned by the Director of Learning Pathways.

Qualifications:

Required:

High school diploma and significant experience working with adolescents in educational or behavioral settings.
Strong organizational skills and the ability to manage multiple student plans simultaneously.
Ability to implement restorative and trauma-informed practices with fidelity.
Demonstrated ability to work independently and collaboratively in a team setting.

Work Environment and Schedule:

This is a 10-month position aligned with the Asheville City Schools academic calendar.
Hours typically align with the regular school day but may require occasional flexibility for meetings or special programs.
The position is based in a structured, alternative learning setting and may involve periods of sitting, standing, or actively engaging students in different activities.
Minimum Qualifications or Standards Required to

Perform Essential Job Functions:

Physical Requirements:

Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes to 10 pounds. Physical demand requirements are for Light Work.

Data Conception:

Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.

Interpersonal Communication:

Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.

Language Ability:

Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using a prescribed format.

Intelligence:

Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude:

Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude:

Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination:

Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.

Manual Dexterity:

Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:

Requires the ability to differentiate between colors or shades of color.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.

Position Type:

Full-time
Job Requirements