Executive Function Coach
Executive Function Coach
Fixed Term (Fixed Term)
$66,560 - $70,250
Executive Function Coaching will elevate the Office of Accessible Education's mission beyond accommodation compliance for disabled students into providing a more transformational collegiate experience. The Executive Function Coach will support students with disabilities in developing various skills and tools to become effective learners and grow in their personal independence.
The Executive Function Coach, with an emphasis on (but not limited to) coaching neurodiverse students with ADHD, ASD, and other neuro-cognitive difficulties, will implement an appreciative advising approach with a student-centered practice that utilizes generative, open-ended questions intended to help optimize individualized student development. This position will support Santa Clara University's disabled population (undergraduate, graduate, and professional students) in better becoming independent and confident in reaching their academic and professional goals. This position will also focus on helping students develop highly effective habits that can range from strategic thinking and problem solving to oral communication/presentation skills. This position will report to the Director of the Office of Accessible Education
ESSENTIAL DUTIES AND RESPONSIBILITIES
Direct Student Service (50%)
- Meets 1:1 with OAE registered students (diagnosed with disabilities such as, but not limited to, ADHD, ASD, learning differences, and other neuro-cognitive difficulties) to complete student skill assessments and conduct Executive Function Coaching sessions that utilize best practices in holistically supporting the development of academic, self-advocacy (i.e. conversations with professors), and study skills
- Co-establishes S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Time-Bound) goals to improve students' study practices
- Establishes accountability support by regularly monitoring and assessing student progress towards goals, celebrating progress, and adapting support as needed
- Develops student proficiency in adaptable thinking, planning, barrier/challenge identification, and clear personal goal-setting
- Partners with students to structure healthy time management and personal accountability practices
- Partners with students to create, prioritize, and balance personal schedules (calendaring that holistically includes both studying and self-care)
- Teaches students how to assess their course demands, analyze academic tasks, construct and apply general and discipline-specific learning strategies
- Co-creates academic skills improvement plans, while providing examples of best practices with appropriate modeling Coaches students on task initiation, task prioritization, task monitoring, and stress tolerance (based on the individualized student needs and disability profile) Coaches students in defining and achieving long term professional goals (i.e. resume building, research opportunities, searching and applying for internships/fellowships)
Reporting / Evaluation (15%)
- Data collecting/tracking (student progress, retention, success of achieving goals, qualitative and quantitative data)
- Prepares and presents reports and findings for internal office and University use
Interdepartmental Collaboration (10%)
- Assess students' academic support needs and make recommendations or referrals to other undergraduate offices or services as appropriate
- When academic concerns arise, consults with the Drahmann Advising Center and the student's professors regarding course requirements, progress of the student, satisfactory progress toward degree completion, and/or GPA Aligns and collaborates with other student support offices' services (i.e. tutoring, academic advising, mental health, student well being, etc.)
- Creates and leads group workshops covering topics such as time management and organization, reading and note-taking strategies, improvement of the writing process, test preparation, and test-taking strategies
- Creates materials (i.e. handouts covering effective executive functioning practices, skills, and tools) to be shared in the group workshops and posted on the OAE website for student use
Other duties as needed (5%)
- Recommends initiatives and implements changes to improve quality and services
- Identifies and determines the cause(s) of problems; develops and presents recommendations for improvement of established processes and practices
- Maintains contact with students and solicits feedback for improved services
- Works evenings and weekends to meet student availability and needs
- Maximizes productivity through use of appropriate tools, planned training, and performance initiatives
- Researches and develops resources that create a timely and efficient workflow
- Prepares progress reports; informs the supervisor of project status and deviation from goals
- Ensures completeness, accuracy, and timeliness of all operational functions
To perform this job successfully, an individual must be able to perform each essential duty and responsibility satisfactorily. The items below are representative of the knowledge, skills, abilities, education, and experience required or preferred. Santa Clara University is committed to diversity and inclusion, therefore, it is vital all candidates seeking employment be committed to and demonstrate skills, knowledge, and awareness to serve the unique needs of our diverse campus community.
- Familiarity with the unique challenges that students with disabilities face and relevant methods to overcome these challenges.
- Familiarity with Sections 504 and 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act (ADAAA) of 2008, and other applicable laws, current statutes, litigation and best practices pertaining to the provision of services to members of Santa Clara University with disabilities is required with a commitment to increasing one's knowledge.
- Demonstrated understanding of the institutional barriers and equity gaps faced by historically under-served student populations in higher education.
- Understanding and support of the Jesuit tradition of education and a commitment to the fundamental values of service to others, community, and diversity as well as a commitment to and demonstration of skills, knowledge, and awareness to serve the unique needs of the diverse campus community of Santa Clara University.
- Excellent written and oral communication skills, accuracy, and attention to detail
- Demonstrate problem-solving, negotiating, and conflict resolution skills
- Computer literacy, with competencies in Microsoft Office and Google Suite
- Ability to efficiently multitask, work under pressure, handle frequent interruptions, and meet deadlines
- Ability to encourage and motivate students, staff, and faculty and to work effectively in a fast-paced work environment
- Operate in a highly confidential manner
- Ability to quickly learn and apply a variety of state, federal, and SCU policies and procedures
- Ability to articulate the needs of students and to design programs to meet those needs
- Ability to create programs that are responsive to a diverse and multicultural environment
- Ability to deal with sensitive and challenging administrative and interpersonal issues in a positive, proactive manner
- The ability for clear, cogent written and oral communication
- Ability to maintain confidentiality and appropriately handle sensitive communications with employees and external agencies
- Ability to advise faculty and staff, individually and in groups, on complex campus matters; ability to determine appropriate courses of action and proper techniques to utilize while engaged with individuals in personal interactions
- Ability to function autonomously
- Bachelor's degree, required
- Master's degree, preferred
- Specialized training in disability learning profiles, best practice academic study skills, academic-oriented assistive technologies, preferred
- 3-5 years' experience working within university academic environment, required OR equivalent combination of education and experience
- 1-2 years' experience supporting high school or collegiate disabled students with academic study skill best practices, preferred
- Interpreting psycho-educational and neuropsychological assessments for students with disabilities as well as the specialized knowledge to interpret diagnostic assessments, preferred
The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. In accordance with the Americans with Disabilities Act, as amended, the California Fair Employment & Housing Act, and all other applicable laws, SCU provides reasonable accommodations for qualified persons with disabilities. A qualified individual is a person who meets skill, experience, education, or other requirements of the position, and who can perform the essential functions of the position with or without reasonable accommodation
- Considerable time is spent at a desk using a computer terminal
- May be required to travel to other buildings on the campus
- May be required to attend conference and training sessions within the Bay Area or in- or out-of-state locations
The work environment characteristics described below are representative of those an employee encounters while performing the essential functions of this job.
- Typical office environment
- Mostly an indoor office environment
- Periods of remote work possible based on operational needs
- Offices with equipment noise
- Offices with frequent interruptions
The health and safety of the university community is a top priority. All Santa Clara University students, and employees are required to be vaccinated against COVID-19 or request a medical or religious exemption. Please visit our COVID-19 webpage for additional information.
Equal Opportunity/Notice of Nondiscrimination
Santa Clara University is an equal opportunity/equal access/affirmative action employer fully committed to achieving a diverse workforce and complies with all Federal and California State laws, regulations, and executive orders regarding non-discrimination and affirmative action. Applications from members of historically underrepresented groups are especially encouraged. For a complete copy of Santa Clara University's equal opportunity and nondiscrimination policies, see https://www.scu.edu/title-ix/policies-reports/
Title IX of the Education Amendments of 1972
Santa Clara University does not discriminate in its employment practices or in its educational programs or activities on the basis of sex/gender, and prohibits retaliation against any person opposing discrimination or participating in any discrimination investigation or complaint process internally or externally. Information about Title IX can be found at www.scu.edu/title-ix. Information about Section 504 and the ADA Coordinator can be found at https://www.scu.edu/oae/, (408) 554-4109, firstname.lastname@example.org. Inquiries can also be made to the Assistant Secretary of Education within the Office for Civil Rights (OCR).
Clery Notice of Availability
Santa Clara University annually collects information about campus crimes and other reportable incidents in accordance with the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. To view the Santa Clara University report, please go to the Campus Safety Services website . To request a paper copy please call Campus Safety at (408) 554-4441. The report includes the type of crime, venue, and number of occurrences.
Americans with Disabilities Act
Santa Clara University affirms its commitment to employ qualified individuals with disabilities within the workplace and to comply with the Americans with Disability Act. All applicants desiring an accommodation should contact the Department of Human Resources, and 408-554-5750 and request to speak to Indu Ahluwalia by phone at 408-554-5750 or by email at email@example.com.
To view the full job posting and apply for this position, go to https://wd1.myworkdaysite.com/en-US/recruiting/scu/scu/job/Santa-Clara-CA/Executive-Function-Coach_R4214
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