Parent and Family Engagement Specialist Position Available In Richland, South Carolina

Openings as of 5/11/2025

Parent and Family Engagement Specialist JobID:

8544

Position Type:

CLASSIFIED/INSTRUCTIONAL SUPPORT

Date Posted:

5/8/2025

Location:

MCKINNEY-VENTO

(PASS) Richland County School District One

Classification Description Classification Title:

Parent and Family Engagement Specialist

FLSA Status:

Non-Exempt
200 Days

Salary Range:

 $30,975.36 – $44,659.52 General Statement of Job
To create a comprehensive, systemic, inclusive, informed support network for parents, families, community partners and other stakeholders to promote parent and family engagement in schools to increase student achievement and school improvement. Provide K-12 parent and family support and engagement opportunities to an assigned cluster of schools. View parents, families, and community partners as equal partners in increasing the academic achievement of children. Help parents understand the school system so that they can become better advocates for their children’s education. Expand opportunities for continued learning, voluntary classroom service, and participation. Train and advise parents regarding how to address issues dealing with situations that could impact the achievement of their students. Ensure that schools are welcoming to all parents and families. Provide specialized assistance to families of students who are not demonstrating grade level proficiency. Build the capacity of parents and families to ensure that they take on more leadership roles in the various parent organizations in the schools. Promote community collaborations and maintain the Parent, Family, and Community Resource Center. Specific Duties and Responsibilities

Essential Job Functions:

Work with school site staff to identify students not succeeding academically; engagement of their parents/guardians will be the primary focus of the Parent and Family Engagement Specialist.
Interview parents of identified students to determine how to best support each family to help their children succeed.
Help schools identify strategies that parents, families, and communities can use to support the elementary and secondary curriculum.
Serve as the school’s liaison for the National Network of Partnership Schools (NNPS) to ensure that the Epstein model is implemented with fidelity. Provide services to parents if student behavior or attendance is impeding student progress.
Work with school staff to monitor the progress of focus students and communicate this to the parents. Establish on-going communication with parents through home visits, phone calls, email, newsletters, website, social media, etc.
Provide parent workshops that enhance the parents’ capacity to support their children academically. Acquire thorough knowledge of assigned Title I School Wide Plans in order to support and monitor implementation, specifically Part A, parent and family engagement.
Serve as a technical assistance provider on the Title I Planning Team within assigned clusters.
Ensure that the district’s Parent Engagement policy is disseminated and implemented.
Coordinate the development of the Parent Advisory Council and ensure that it operates in accordance to the guidelines set forth by Title I.
Conduct parent survey annually to determine their needs.
Based on parent survey and comprehensive needs assessments create and or coordinate workshops, trainings, and activities for families.
Provide resources related to the school’s needs and discuss the purposeful administration of effective strategies in family engagement.
Create opportunities for parents who have limited English proficiency, a disability or are underrepresented because of social economics or racial barriers to participate in education initiatives or enrichment workshops.
Coordinate and implement research based strategies and programs to engage parents in improving student achievement.
Collaborate with the district’s Title I office, Parent and Family Engagement personnel, local, regional, state, and national organizations to create opportunities to help families understand School Wide Plans, academic standards, assessments, and reports.
Coordinate with other Parent and Family Engagement Specialists to plan multiple district-wide Parent and Family Engagement events.
Collaborate with the school leadership team to foster a family-friendly school climate.
Coordinate opportunities for parents to contribute in positive ways towards student achievement and acknowledge their contributions.
Promote parents as equal partners in their students’ education by involving them in the decision-making process regarding parental involvement activities and school improvement.
Create monthly newsletter for parents with helpful hints regarding the developmental, academic, social, emotional, and physical needs of children and information about upcoming workshops or community events.
Develop handbooks, brochures, flyers and other communication designed to promote and increase parent and family engagement in the school.
Maintain the Parent, Family, and Community Resource Center with current and relevant materials, books, videos, resources, and pamphlets, etc. for parent/staff information.
Collaborate and work cooperatively with school and community agencies personnel regarding the needs of particular students. Regularly consult with other departments/disciplines on student issues and assists in locating resources to meet the environmental needs of students and their families where appropriate.
Inform school staff of information that benefit parents and families, i.e., trainings, conferences, and support groups, etc.
Meet with groups of students and parents to improve peer relationships and positive attitudes toward school.
Make home visits to gather data and increase parents’ understanding of students’ educational needs and the resources available to them within the school and the community.
Attend meetings in the community to promote school improvement initiatives.
Attend all trainings, conferences, workshops, book studies, and online trainings focused on promoting parent and family engagement in schools.
Provide technical assistance relating to parent and family engagement at the local school or district level.
Complete an evaluation to assess the effectiveness of all parent and family engagement activities/programs.
Develop, analyze, and distribute the results of the evaluations to the Title I office and the school’s leadership team.
Maintain excellent records of all parent and family engagement activities, reports, surveys, evaluations, funding, annual program evaluations, and communications to parents to ensure that the district’s Parent and Engagement Program remains in compliance with all state and federal guidelines.
Remain current regarding parent and engagement requirements and guidance. Take part in professional learning opportunities at the local, regional, and/or state level with proper authorization.
Develop a comprehensive district calendar of Parent and Family Engagement opportunities that are in compliance with Title I, Part A/ESSA requirements.
Attend all required meetings and trainings as required by the Title I office.
Submit all monthly, quarterly, and annual reports to the Title I office.
Create and make accessible weekly schedule to the Coordinator of Title I.
Minimum Training and Experience

Qualifications:

Requires a Bachelor’s degree in the social sciences or education, supplemented by one to two years of work in the human services field, or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities.

Requirements:

Commitment to parents and family members as educators of their own children
Training, experience, and skills in assisting parents in advocating and decision making for their families
Prior supervisory experience desirable
Background of working with community agencies, children, families and low-income populations
Ability and willingness to follow and comply with written and verbal directions
Excellent oral and written communication and mathematical skills sufficient to complete program records and reports
Communicate effectively with school personnel, parents, children, community partners, etc.
Effective organizational and time management skills in order to complete program records, prepare required reports, and submit required materials according to established timelines
Ability to use abstract reasoning, problem solving, planning and analytical skills in: program goals and objective, monitoring and evaluation.
Effective interpersonal and oral communication skills
Effective listening skills
Use personal vehicle for travel between schools, offices and various meeting locations and submit monthly mileage reimbursement requests
Ability to conduct meetings and training sessions
Willingness and ability to learn new skills through workshops, conferences, and resources in order to enhance job development skills, including workshops, conferences, and meetings
Ability to work a flexible schedule
Minimum Qualifications and Standards Required

Physical Requirements:

Must be physically able to operate a variety of automated office machines and equipment, including a computer, basic office equipment, adding machine, telephone, etc. Must be able to exert up to five pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time, but may involve walking or standing for brief periods of time. Must be able to lift/carry weights of five to ten pounds.

Data Conception:

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

Interpersonal Communication:

Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisors.

Language Ability:

Requires the ability to read a variety of policy and procedures manuals, financial documents, computer manuals, etc. Requires the ability to enter data into computer and prepare reports, records, correspondence, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Must be able to speak with poise, voice control and confidence and to articulate information to others.

Intelligence:

Requires the ability to apply principles of rational systems to solve practical problems, and deal with a variety of concrete variables in situations where only limited standardization exists, and to interpret a variety of instructions furnished in oral, written, diagrammatic or schedule form. Requires the ability to make independent judgments in the absence of supervisor, and to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic office machinery functions.

Verbal Aptitude:

Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical or professional terminology.

Numerical Aptitude:

Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals, and to determine time. Must be able to use practical applications of fractions, percentages, ratio and proportion.

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width and shape, and visually read various information.

Motor Coordination:

Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment and communications machinery.

Manual Dexterity:

Requires the ability to handle a variety of items including computer keyboards, office equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:

Does not require the ability to differentiate between colors and shades of color.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress when confronted with an emergency or tight deadline.

Physical Communication:

Requires the ability to talk and/or hear (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Must be able to hear and understand communications through a telephone. Performance Evaluation Criteria

Job Knowledge:

Is knowledgeable in the methods, policies and procedures of Business / Financial Services pertaining to specific duties of the Accounting Clerk III. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position. Has thorough knowledge of the organization of the department and of related departments and agencies. Has considerable knowledge of the functions and interrelationships of Richland District One and other governmental agencies. Has the ability to comprehend, interpret and apply regulations, procedures and related information. Has good knowledge of the application of bookkeeping principles to routine accounting transactions and the ability to apply these principles to the keeping of accounts and the preparation of financial records. Has good knowledge of modern office practices and procedures. Is able to make and verify mathematical computations with accuracy and speed. Is able to maintain financial records of limited complexity and to prepare clerical and financial reports. Has a comprehensive knowledge of the computer and other technical terminology used within the department. Has skills in the use of computers. Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to use independent judgment in performing routine and non-routine tasks. Knows how to perform duties in a courteous manner and with the utmost integrity in the best interest of the public. Is able to communicate effectively with a variety of public and private groups as prescribed. Is able to read and interpret policy and procedure manuals, computer manuals, budget and financial documents, spreadsheets, and other materials pertaining to the responsibilities of the job. Is capable of working under stressful conditions as required. Has the ability to plan, organize and prioritize daily assignments and work activities. Is able to offer assistance to fellow employees as necessary. Has good organizational, technical and human relations skills. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Knows how to react calmly and quickly in emergency situations.

Quality of Work:

Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments, co-workers and the public.

Quantity of Work:

Performs described “Specific Duties and Responsibilities” and related assignments efficiently and effectively in order to produce quantity of work which consistently meets standards and expectations of the District.

Dependability:

Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, District policy, standards and prescribed procedures. Remains accountable to assigned responsibilities in the technical, human and conceptual areas.

Attendance:

Attends and remains at work regularly and adheres to District policies and procedures regarding absences and tardiness. Provides adequate notice to higher management with respect to vacation time and time-off requests.

Initiative and Enthusiasm:

Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountability. Strives to anticipate work to be done, and initiates proper and acceptable direction for the completion of work with a minimum of supervision and instruction.

Judgment:

Exercises analytical judgment in areas of responsibility. Identifies problems or situations as they occur, and specifies decision objectives. Identifies or assists in identifying alternative solutions to problems or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches problems, situations and alternatives before exercising judgment.

Cooperation:

Accepts supervisory instruction and direction, and strives to meet the goals and objectives of same. Questions such instruction and direction when clarification of results or consequences are justified (i.e., poor communications, variance with District policy or procedures, etc.). Offers suggestions and recommendations to encourage and improve cooperation between all staff persons and departments within the District.

Relationships:

Shares knowledge with managers, supervisors and staff for mutual and district benefit. Contributes to maintaining high morale among all District employees. Develops and maintains cooperative and courteous relationships with department employees, staff and managers in other departments, representatives from organizations, and the public so as to maintain good will toward the District and to project a good district image. Tactfully and effectively handles requests, suggestions and complaints from other departments and persons in order to maintain good will within the District. Emphasizes the importance of maintaining a positive image within the District. Interacts effectively with higher management, professionals and the public.

Coordination of Work:

Plans and organizes daily work routine. Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of elements of work and establishes a personal schedule accordingly. Attends required meetings, planning sessions and discussions on time. Implements work activity in accordance with priorities and estimated schedules.

Safety:

Adheres to all safety and housekeeping standards established by the District and various regulatory agencies. Sees that standards are not violated. Maintains a clean and orderly workplace.