Target Student Group Intervention Specialist -Office of Equity (2020-21)
- Employer
- Oakland Unified School District
- Location
- Oakland, CA, US
- Salary
- $78,613.20 - $105,293.90 / Per Year
View more
- Job Category
- Administrator, Specialist / Coordinator
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ref: PCN7936
TITLE:
Specialist, Target Student Group Intervention
REPORTS TO:
Assigned Supervisor
DEPARTMENT:
Office of Equity
CLASSIFICATION:
Classified
FLSA:
Non-Exempt
WORK YEAR/HOURS:
261 days/7.5 hours or duty days and hours as assigned
ISSUED:
Created: May 2020
SALARY GRADE:
WTCL 57
BASIC FUNCTION: Under general supervision from the Office of Equity, the Specialist will coordinate and implement site based targeted instruction and activities designed to transform school culture and improve the academic achievement of target student populations (including African American males and females, Latino males and females, Asian/Pacific Islander, Latino males and females, Students with Special Needs, LGBTQ, Unhoused and Foster students) from preschool through 12th grade. The Specialist will work with their assigned network support team to assist site leaders and teachers with implementing targeted student academic and social-emotional support. Specialist will support internal and external communications and training to develop site capacity for building empowering narratives of our students and families, countering deficit thinking of our target students, and integrating cultural and linguistic assets with instruction and school culture. Specialist will collaborate with team members and District staff to coordinate activities within the District and externally with community partners particularly focused on the needs of assigned target student group.
The specific duties of the Specialist include year-round program development and implementation, on-going leadership and technical assistance that keep targeted intervention activities in tact across the District. The Specialist participates in key decision-making discussions within the area of his/her responsibilities for the department.
REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)
ESSENTIAL FUNCTIONS:
Develop target student achievement plans for assigned population and network sites, report on progress towards accelerated target student outcomes
Oversee daily targeted program site-based operations and special events, including site and district exhibitions, celebrations, recognition of student achievement
Assist with internal reporting and grant reporting to external funders
Guide planning and coordination of site based professional development and community events related to building staff competency with engaging target student groups, with partners, other participating agencies, District curriculum leadership, administrators, teacher leaders, teachers and/or other appropriate staff.
Assist in creating a District-wide culture shift by modeling for and training staff to demonstrate high expectations for target student groups, and how to build strong school cultures and student academic identity, that transform deficit narratives about target student groups.
Work with school staff and administration to integrate academic and non-academic student supports to improve attendance and overall academic achievement.
Establish systems to manage and maintain quality partnerships, including, but not limited to: development of MOUs, facilitation of regular meetings, planning sessions, joint work plans with multiple OUSD departments and collaborative problem-solving/conflict resolution with local CBO's and community partners to build collective will and action towards reaching goals for accelerated target student achievement.
Prepare and present reports on assigned target student population for the appropriate District leaders, agencies, private providers, community, and other audiences.
Support the integration of family engagement, student engagement, and community school supports for assigned target student group.
Train, support, and coach volunteers and personnel funded by grants and other sources, as assigned.
Serve as a content expert for assigned target student group.
Participate in professional development opportunities
Provide cross training to other staff members within the department and across multiple departments on engaging and empowering assigned target student group.
Perform related duties as assigned.
QUALIFICATIONS:
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.
KNOWLEDGE OF:
Effective strategies, theories, techniques, and methods of professional and organizational development
Effective educational practices for one or more target student populations, and intersectionality of race, gender, ability, sexuality for target populations
District curriculum and school instructional programs
Principles and techniques of data collection, analysis and report writing
Racial justice, equity and healing practices within PreK-12 educational context
Current trends in community schools, public education, youth development, and family systems
Applicable federal and state laws, as well as District codes, regulations, policies and procedures governing work scope
Methods to interpret apply and explain rules, regulations, policies, and procedures related to work scope
District educational initiatives and programs
Common Core Standards
Social emotional skills and standards
Definition, framework, and support of positive school culture
Preventative student behavior and attendance strategies
Diversity, sensitivity, and competence with regard to issues of race, learning or other ability, ethnicity, culture, religion, gender, socio-economic group, sexuality or other orientations or cultural markers
Building partnerships and collaboration with individuals, departments, agencies, and institutions
Interpersonal skills emphasizing tact, patience, courtesy and respect
Facilitation techniques
Building capacity of adults to function in new systems
Facilitation to foster new behaviors and practices in challenging contexts
Building authentic and trusting relationships
Correct English usage, grammar, spelling, vocabulary and punctuation
Data entry, report writing and record-keeping techniques
Presentation, communication, and public speaking techniques
Use and application of computer software, hardware, and related technology
ABILITY TO:
Collaborate, engage with supervisor, and take direction
Effectively assess, manage, and implement school level program
Deliver high-quality services
Work with other District leaders to ensure their services are consistent and aligned
Communicate orally and in writing; facilitate communication between diverse stakeholders
Proficiently use MS Office, including Word, Excel, and Power Point to prepare documents, reports, and presentations
Adapt services based on data
Gather report and analyze complex data for planning, operational and evaluation purposes
Design, develop and deliver effective and compelling verbal, written and PowerPoint presentations to community, peers, staff, and Superintendent on abstract as well as concrete subject matter relating to introduction of new standards, methodologies, and paradigms in delivery of school services
Meet District standards of professional conduct as outlined in Board Policy
Recognize, research, access and analyze management challenges; adopt appropriate plans of action
Demonstrate cultural competence and sensitivity with diverse groups across lines of race, ethnicity, religion, gender, socio-economic group, sexual orientation, and other identifiers
Establish and maintain effective communications and working relationships among diverse groups of students, parents, District staff, and the community
Establish and maintain effective working relationships with multi-faceted public and private agencies and District departments
Demonstrate effective written communication skills, including content communication, conciseness, grammar and usage.
Recommend and assist in the formulation and implementation of operating procedures and policies
Plan, coordinate and supervise the work of others (if appropriate and directed by Supervisor)
Manage competing priorities and time
PREREQUISITES
Bachelor Degree or its equivalency (2 years of similar and relevant work level experience = 1 year of college). A combination of experience and education may be used to meet the Bachelor Degree requirement; however, the work experience years used to qualify for the Bachelor Degree requirement cannot be used to meet the work requirement.
Five (5) years of experience in the field of education, community development, or related field
Administrative experience and/or business management experience preferred
Demonstrated strong presentation and facilitation skills
Experience working with students in a diverse urban public school setting preferred
Valid California Driver's License
PRE-EMPLOYMENT PROCESS:
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
WORKING CONDITIONS
ENVIRONMENT:
Office and diverse school site environments; driving own vehicle to conduct work; fast-paced work; constant interruptions
PHYSICAL REQUIREMENTS:
Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.
NON-DISCRIMINATION POLICY:
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
Primary Location: OFFICE OF EQUITY
Salary Range: $78,613.20 - $105,293.90 / Per Year
Shift Type: Full-Time
Job Contact Information
Name: Phyllis Copes
Title: AAIII
Phone: 5108576067
Email: phyllis.copes@ousd.org
TITLE:
Specialist, Target Student Group Intervention
REPORTS TO:
Assigned Supervisor
DEPARTMENT:
Office of Equity
CLASSIFICATION:
Classified
FLSA:
Non-Exempt
WORK YEAR/HOURS:
261 days/7.5 hours or duty days and hours as assigned
ISSUED:
Created: May 2020
SALARY GRADE:
WTCL 57
BASIC FUNCTION: Under general supervision from the Office of Equity, the Specialist will coordinate and implement site based targeted instruction and activities designed to transform school culture and improve the academic achievement of target student populations (including African American males and females, Latino males and females, Asian/Pacific Islander, Latino males and females, Students with Special Needs, LGBTQ, Unhoused and Foster students) from preschool through 12th grade. The Specialist will work with their assigned network support team to assist site leaders and teachers with implementing targeted student academic and social-emotional support. Specialist will support internal and external communications and training to develop site capacity for building empowering narratives of our students and families, countering deficit thinking of our target students, and integrating cultural and linguistic assets with instruction and school culture. Specialist will collaborate with team members and District staff to coordinate activities within the District and externally with community partners particularly focused on the needs of assigned target student group.
The specific duties of the Specialist include year-round program development and implementation, on-going leadership and technical assistance that keep targeted intervention activities in tact across the District. The Specialist participates in key decision-making discussions within the area of his/her responsibilities for the department.
REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)
ESSENTIAL FUNCTIONS:
Develop target student achievement plans for assigned population and network sites, report on progress towards accelerated target student outcomes
Oversee daily targeted program site-based operations and special events, including site and district exhibitions, celebrations, recognition of student achievement
Assist with internal reporting and grant reporting to external funders
Guide planning and coordination of site based professional development and community events related to building staff competency with engaging target student groups, with partners, other participating agencies, District curriculum leadership, administrators, teacher leaders, teachers and/or other appropriate staff.
Assist in creating a District-wide culture shift by modeling for and training staff to demonstrate high expectations for target student groups, and how to build strong school cultures and student academic identity, that transform deficit narratives about target student groups.
Work with school staff and administration to integrate academic and non-academic student supports to improve attendance and overall academic achievement.
Establish systems to manage and maintain quality partnerships, including, but not limited to: development of MOUs, facilitation of regular meetings, planning sessions, joint work plans with multiple OUSD departments and collaborative problem-solving/conflict resolution with local CBO's and community partners to build collective will and action towards reaching goals for accelerated target student achievement.
Prepare and present reports on assigned target student population for the appropriate District leaders, agencies, private providers, community, and other audiences.
Support the integration of family engagement, student engagement, and community school supports for assigned target student group.
Train, support, and coach volunteers and personnel funded by grants and other sources, as assigned.
Serve as a content expert for assigned target student group.
Participate in professional development opportunities
Provide cross training to other staff members within the department and across multiple departments on engaging and empowering assigned target student group.
Perform related duties as assigned.
QUALIFICATIONS:
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.
KNOWLEDGE OF:
Effective strategies, theories, techniques, and methods of professional and organizational development
Effective educational practices for one or more target student populations, and intersectionality of race, gender, ability, sexuality for target populations
District curriculum and school instructional programs
Principles and techniques of data collection, analysis and report writing
Racial justice, equity and healing practices within PreK-12 educational context
Current trends in community schools, public education, youth development, and family systems
Applicable federal and state laws, as well as District codes, regulations, policies and procedures governing work scope
Methods to interpret apply and explain rules, regulations, policies, and procedures related to work scope
District educational initiatives and programs
Common Core Standards
Social emotional skills and standards
Definition, framework, and support of positive school culture
Preventative student behavior and attendance strategies
Diversity, sensitivity, and competence with regard to issues of race, learning or other ability, ethnicity, culture, religion, gender, socio-economic group, sexuality or other orientations or cultural markers
Building partnerships and collaboration with individuals, departments, agencies, and institutions
Interpersonal skills emphasizing tact, patience, courtesy and respect
Facilitation techniques
Building capacity of adults to function in new systems
Facilitation to foster new behaviors and practices in challenging contexts
Building authentic and trusting relationships
Correct English usage, grammar, spelling, vocabulary and punctuation
Data entry, report writing and record-keeping techniques
Presentation, communication, and public speaking techniques
Use and application of computer software, hardware, and related technology
ABILITY TO:
Collaborate, engage with supervisor, and take direction
Effectively assess, manage, and implement school level program
Deliver high-quality services
Work with other District leaders to ensure their services are consistent and aligned
Communicate orally and in writing; facilitate communication between diverse stakeholders
Proficiently use MS Office, including Word, Excel, and Power Point to prepare documents, reports, and presentations
Adapt services based on data
Gather report and analyze complex data for planning, operational and evaluation purposes
Design, develop and deliver effective and compelling verbal, written and PowerPoint presentations to community, peers, staff, and Superintendent on abstract as well as concrete subject matter relating to introduction of new standards, methodologies, and paradigms in delivery of school services
Meet District standards of professional conduct as outlined in Board Policy
Recognize, research, access and analyze management challenges; adopt appropriate plans of action
Demonstrate cultural competence and sensitivity with diverse groups across lines of race, ethnicity, religion, gender, socio-economic group, sexual orientation, and other identifiers
Establish and maintain effective communications and working relationships among diverse groups of students, parents, District staff, and the community
Establish and maintain effective working relationships with multi-faceted public and private agencies and District departments
Demonstrate effective written communication skills, including content communication, conciseness, grammar and usage.
Recommend and assist in the formulation and implementation of operating procedures and policies
Plan, coordinate and supervise the work of others (if appropriate and directed by Supervisor)
Manage competing priorities and time
PREREQUISITES
Bachelor Degree or its equivalency (2 years of similar and relevant work level experience = 1 year of college). A combination of experience and education may be used to meet the Bachelor Degree requirement; however, the work experience years used to qualify for the Bachelor Degree requirement cannot be used to meet the work requirement.
Five (5) years of experience in the field of education, community development, or related field
Administrative experience and/or business management experience preferred
Demonstrated strong presentation and facilitation skills
Experience working with students in a diverse urban public school setting preferred
Valid California Driver's License
PRE-EMPLOYMENT PROCESS:
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
WORKING CONDITIONS
ENVIRONMENT:
Office and diverse school site environments; driving own vehicle to conduct work; fast-paced work; constant interruptions
PHYSICAL REQUIREMENTS:
Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.
NON-DISCRIMINATION POLICY:
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
Primary Location: OFFICE OF EQUITY
Salary Range: $78,613.20 - $105,293.90 / Per Year
Shift Type: Full-Time
Job Contact Information
Name: Phyllis Copes
Title: AAIII
Phone: 5108576067
Email: phyllis.copes@ousd.org
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