Family and Community Engagement Specialist for English Learners and Immigrant Children and Youth Position Available In Berks, Pennsylvania

Family and Community Engagement Specialist for English Learners and Immigrant Children and Youth 3.3 3.3 out of 5 stars

Reading, PA JobID:

1079

Position Type:

RSSSA –

Other Director/Administrative Positions Date Posted:

6/16/2025

Location:

Reading School District Position Title :

Family and Community Engagement Specialist for

English Learners and Immigrant Children and Youth Classification :

RSSSA, 215

Reports To :

Director of ESL Program Position Goal :

The Family and Community Engagement Specialist for English Learners and Immigrant Children and Youth (FCES) educates parents about all the systems within the school district that are available to support their children. The FCES uses their expertise in the different levels of education (elementary, middle, and high school, as well as post-secondary pathways) to guide, inform, and support parents with the role that they play in their children’s education at each level. The FCES will support English Learners and Immigrant Families by educating them on their rights and responsibilities as parents and will serve to unite families and the schools. If English Learners and/or immigrant students are struggling academically or with attendance, the FCES will work alongside school staff to connect families with appropriate resources.

ESSENTIAL FUNCTIONS

: Other duties may be assigned. The essential functions of this position include, but are not limited to the following fundamental duties: Creates a welcoming and culturally responsive atmosphere for parents and families district-wide as well as within the ESL Department. Takes initiative to collaborate with Reading School District staff and families to develop a vision and plan for the family engagement program and to implement steps that will create a robust and supportive program for English Learner and Immigrant Families. Facilitates year-round, family and community engagement activities on behalf of the Reading School District’s ESL Program, including, but not limited to: Needs assessments and surveys Classes and workshops Community engagement events Parent Resource Center / Parent Orientations Recruitment of parents for district activities and volunteer opportunities Helps to provide a smooth transition of new families into the Reading School District and the local community. Provides guidance to parents and their children on the intake, instructional services and exit procedures of the Reading School District ESL Program. Hosts day, evening, and some weekend family and community events. Pursues knowledge about the elementary, middle, and high school programs of the Reading School District to gain expertise that can be shared with families at the EL Welcome Center as well as at the schools. Informs parents of their rights, responsibilities, and the multiple ways in which they can become involved in the education of their children, not only in ESL Program initiatives, but in all school programs, services, and activities. Reaches out to the community to assist the district in gathering input from the parents of ELs when it considers improvements not only to EL programs but to other school programs in which ELs may be involved. Utilizes community resources for referring EL families to the appropriate community agencies. Assists ESL Program staff in achieving full compliance with federal, state and local policy related to parent, family, and community engagement as it pertains to ELs and immigrant children and youth. Keeps and updates files regarding children and parents participating in the program events for federal reporting purposes. Collaborates with the various departments to assist with communication between the Reading School District and language minority parents about any program, service or activity that is called to the attention of parents who are proficient in English. Collaborates with the Family Engagement Department on districtwide family engagement activities. Assists in recruiting, interviewing, training, and certifying bilingual staff who are expected to provide translation and/or interpretation services to students and/or families. Assists in monitoring the effectiveness and the quality of the interpretation and translation services offered by the District. Provides interpretation services for families who need them, as needed. Assists district translators with document translation during peak periods of need when available and on an “as needed” basis. Assists with district-level communications, including but not limited to: district-wide mass notifications, social media postings, phone calls, etc. Provides professional development for school personnel on effective strategies for assisting culturally and linguistically diverse families and how to create culturally responsive and parent-friendly schools. Attends professional development sessions, as appropriate. Uses skills necessary to build strong relationships with parents and the community. Performs other duties as assigned by the Superintendent or his/her designee. This job description does not constitute an exhaustive list of responsibilities, and management may revise it at any time.

SUPERVISORY RESPONSIBILITIES

None

QUALIFICATIONS/REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION AND/OR EXPERIENCE

: Minimum of a Bachelor’s Degree in education, social work, and/or any other human services-related field. A minimum of two years’ experience in activities related to parent, family, and community engagement, as well as working with children and parents in the home/school setting. Ability to relate to and communicate effectively with parents, families, and community members. Establish a working relationship with parents, families, and community members with minimal supervision. Demonstrated interest in assisting parents. Ability to relate to and communicate effectively with Reading School District staff. Demonstrated ability to take initiative to organize, develop, and facilitate workshops and classes for parents, employees, community members, and students. Able to represent the Reading Schools District in association with non-school agencies and/or organizations.

SPECIALIZED KNOWLEDGE

PC and Microsoft Office applications (Word/Excel/PowerPoint) Google Suite (Drive, Docs, Sheets, Slides, Forms, Google Classroom)

LANGUAGE SKILLS

: Native-like proficiency in both oral and written English and Spanish is essential. Bicultural preferred. Ability to read and interpret documents such as school code of conduct, safety rules, operating and maintenance instructions, and procedural manuals. Ability to speak effectively to other employees and/or students Must be courteous and able to deal effectively with people.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS AND ABILITIES

Ability to apply knowledge of current research and theory to family development and school relationships Ability to apply advanced problem-solving skills. Ability to plan and implement conferences to discuss recommendations based on district and program objectives and the needs and abilities of students and families. Ability to establish and maintain effective working relationships with students, peers, parents, and community. Ability to use appropriate language and accompanying techniques with parents on a one-to-one basis as well as in groups. Ability to work in a demanding service-oriented environment and deal with constant interruptions. Ability to take initiative, work independently, prioritize tasks, and make work-related decisions. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS

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. While performing the duties of this job, the employee is continuously required to sit and talk or hear. Occasionally, the employee will repeat the same hand, arm, or finger motion many times. The employee must be able to attend meetings in the home, school, and community to serve the needs of students and families. Specific vision abilities required by this job include close vision, such as the ability to read handwritten or typed material, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet. The employee is frequently required to interact with the parents, public, and other staff. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills, including courtesy, tact, and patience. The employee is directly responsible for the safety, well-being, and work output of students.

EVALUATION

The employee will be formally evaluated annually by the Director of the ESL Program, in accordance with the provisions of the RSSSA agreement and Board Policy. The position holder must be able to perform the essential job functions with or without reasonable accommodations. It is the responsibility of the employee to inform the school district administrator designated as the immediate supervisor of the position, of any and all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position, and additional duties may be assigned. The Reading School District is an equal opportunity employer, educational, and service organization