Arab American Family Support Center

Program Coordinator & Facilitator

Queens & Brooklyn, NY
Part Time
Entry Level
JOB TITLE: Program Coordinator & Facilitator
EMPLOYMENT TYPE: Part-Time
REPORTS TO: Young Adult Youth Program (YAYP) Manager
LOCATION: Brooklyn, NY & Queens, NY
SCHEDULE: Tuesdays/Thursdays/Fridays – 12pm-5pm. (15 hours per week)
SALARY: $26.65/hr

ABOUT AAFSC:
For over 30 years, the Arab-American Family Support Center (AAFSC) has proudly served immigrant, refugee, and marginalized communities across New York. Community is at the heart of AAFSC's work; we help families navigate government benefits, learn English, prepare for the citizenship exam, secure affordable housing, and access mental health counseling. We're also here to strengthen family bonds through parenting workshops and help young people succeed in school with academic support, social activities, and a safe space to share their experiences. We build brighter futures, one family, one story, and one community at a time. 

JOB SUMMARY:
The Program Coordinator & Facilitator organizes programming & provides direct academic, life transitions, and post-secondary support for youth and young adults via virtual platforms or at our AAFSC locations. Depending on need, the Program Coordinator & Facilitator may also lead one of our core offerings, including, but not limited to the Audacious Young Women of Action (AYWA) program, the Funny Girls program, or MENar program. AYWA programming is geared towards girls and young women of color (GYWOC) with an emphasis on creating a space for Arab, Middle Eastern, North African Muslim, and South Asian (AMENAMSA) GYWOC to heal, grow, and thrive. Funny Girls teaches leadership skills through improv, building the skills of confidence, self-awareness, learning agility, collaboration, empathy, and resiliency. Finally, MENar programming is geared towards boys and young men of color (BYMOC) with an emphasis on creating a space for AMENAMSA BYMOC to heal, grow, and thrive.

This role works directly with participants in one-on-one and in group settings. Individuals in this role should be passionate about working with students from diverse backgrounds, including first generation college students. A successful person in this role will display strong academic achievement, be highly organized, possess strong leadership and interpersonal skills and effectively work independently as well as in teams. A commitment to immigrant, refugee, and low-income communities is essential for success in this role. The schedule for this position will be a set schedule of 15 hours per week within the 12pm-5pm time range Mondays through Fridays.

DUTIES AND RESPONSIBILITIES:
Academic and Pathways Support
  • Serve as academic mentor and coach for youth participants.
  • Facilitate 1:1 program sessions with participants, including reading coaching, STEM coaching, preparation for exams, college & career connections, and academic tutoring.
  • Provide homework help and other designated academic enrichment activities aimed at supporting individual learning and academic goals. Academic/homework help is conducted in a manner that builds confidence, supports independent problem solving and decision-making abilities.
  • Facilitate sessions that focus on academic success, academic and career pathways, leadership development, and personal development.
  • Support participants with ACT/SAT test preparation, Regents preparation, and work with students on an individual basis providing subject specific assistance.
  • Guide participants as they complete the college application process including essay writing, applications for admission, scholarships, and the FAFSA.
  • In partnership with the rest of the team, arrange for outside speakers or programming to expose students to college and career options, as well as strengthen life skills and support life transitions students are experiencing.
  • Connect interested students with AAFSC mentorship program, and encourage youth relationship building with mentors.
  • Lead activities that afford youth the opportunity to take responsibility, lead, and develop leadership skills. For example, activities that develop students’:
    • ability to articulate one’s personal values
    • awareness of how one’s personal actions impact the larger communities
    • ability to engage in the community in a positive manner
    • respect and caring for oneself and others
    • sense of responsibility of self and others
    • integrity
    • awareness of and appreciation of cultural differences among peers and within the larger community
    • high expectations for self and community
    • sense of purpose in goals and activities
    • ability to follow the lead of others when appropriate
  • Support and strengthen individual learning, academic goals, and critical thinking skills by monitoring small group work, and providing one-on-one assistance.
Leadership Support
  • Conduct holistic outreach and recruitment for AYWA, MENar and academic support.
  • Use insights gained from conversations, focus groups, and meetings with young people and their families, allies, and community members to design, facilitate, and continuously refine a culturally responsive and trauma-informed program.
  • Work with colleagues to implement our unique, culturally responsive Healthy Relationships curriculum to support and promote a holistic and informed understanding of personal identity and interpersonal relationships.
  • Coordinate and facilitate MENar, AYWA sessions as assigned.
  • Build and maintain active repository of curricula that is made accessible and available on organizational servers.
  • Continually seek to improve quality of program and ensure that it meets the needs of community youth by seeking out, maintaining, and developing opportunities for partnerships, events, projects, etc.
Other duties and responsibilities
  • Participate in AAFSC meetings and internal and external trainings as assigned.
  • Assist in preparation for site visits and external visitors.
  • Organize, collect, and showcase student work and maintain individual participant plans.
  • Ensure program maintains compliance through detailed documentation and collaboration with other AAFSC team members.
  • Develop relationships with students based on respect and trust.
  • Be a positive role model; engage and inspire students.
  • Adhere to all organizational and program policies and procedures.
  • Take attendance on daily basis and make follow-up phone calls, and school outreach visits as necessary.
  • Enter all participants and necessary participant information on internal database software and any required external databases.
  • Perform other duties as assigned.
BACKGROUND AND POSITION REQUIREMENTS
  • Bachelor's degree preferred.
  • Two years of experience working with youth or young adults in an academic or coaching capacity preferred.
  • Strong writing and communication skills required.
  • Experience in general mental health and experience working with youth and young adults in supportive-based settings.
  • Experience working with immigrant or low-income youth, or experience working with students in school or community-based settings, preferred.
  • Excellent organizational, time-management, follow-up, and administrative skills with attention to detail.
  • Self-starter with the ability to work independently, and as a part of a team.
  • Bilingual fluency in English as well as one of the following languages is a plus: Arabic, Urdu, Bangla/Bengali, or another language.
  • Computer skills in Microsoft Office suite and excellent writing skills are required
  • Job contingent on pre-employment background check and fingerprint clearance
  • U.S. Work Authorization required.

We are an equal opportunity employer that values diversity at all levels. All individuals, regardless of personal characteristics, are encouraged to apply.
Share

Apply for this position

Required*
Apply with Indeed
We've received your resume. Click here to update it.
Attach resume or Paste resume
Attach resume as .pdf, .doc, .docx, .odt, .txt, or .rtf (limit 5MB) or Paste resume

Paste your resume here or Attach resume file

To comply with government Equal Employment Opportunity and/or Affirmative Action reporting regulations, we are requesting (but NOT requiring) that you enter this personal data. This information will not be used in connection with any employment decisions, and will be used solely as permitted by state and federal law. Your voluntary cooperation would be appreciated. Learn more.
Invitation for Job Applicants to Self-Identify as a U.S. Veteran
  • A “disabled veteran” is one of the following:
    • a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or
    • a person who was discharged or released from active duty because of a service-connected disability.
  • A “recently separated veteran” means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.
  • An “active duty wartime or campaign badge veteran” means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.
  • An “Armed forces service medal veteran” means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.
Veteran status


Voluntary Self-Identification of Disability
Voluntary Self-Identification of Disability Form CC-305
OMB Control Number 1250-0005
Expires 04/30/2026
Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years.

Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to:

  • Alcohol or other substance use disorder (not currently using drugs illegally)
  • Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS
  • Blind or low vision
  • Cancer (past or present)
  • Cardiovascular or heart disease
  • Celiac disease
  • Cerebral palsy
  • Deaf or serious difficulty hearing
  • Diabetes
  • Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders
  • Epilepsy or other seizure disorder
  • Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome
  • Intellectual or developmental disability
  • Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD
  • Missing limbs or partially missing limbs
  • Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports
  • Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS)
  • Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities
  • Partial or complete paralysis (any cause)
  • Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema
  • Short stature (dwarfism)
  • Traumatic brain injury
Please check one of the boxes below:

PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.

You must enter your name and date
Human Check*