Position Type:
Administration Certified Non-Principal

Date Posted:
6/13/2018

Location:
ITS ABOUT KIDS SUPPT SERVICES

Date Available:
18/19 School Year

Closing Date:
until filled

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TITLE:

PROGRAM DIRECTOR OF ALTERNATIVE SUPPORT PROGRAMS

REPORTS TO:

CHIEF OF HIGH SCHOOLS or DESIGNEE

SUPERVISES:

ASSIGNED STAFF

JOB FUNCTION:

The Program Director of Alternative Support Programs serves as a critical agent in providing leadership, expertise, and support for the prioritization, planning, implementation, monitoring, and evaluation of effective Alternative Support Programs. The Program Director is directly responsible for leveraging high quality teaching and learning for our students.

MEASURES OF SUCCESS:

• Increase in student achievement and growth:
  • State Academic Standard expectations
  • District based assessments
  • Curriculum benchmark assessments
• Closing achievement and opportunity gaps
• Improve learning, culture, and environment
• Increase student, family, and community engagement
• Increase the high school graduation rate and ensure every child graduates college and career-ready
  

PERFORMANCE RESPONSIBILITIES:

1. Primary responsibility is to oversee and supervise teachers, including providing professional learning needed to meet the needs of all students.

2. Fosters meaningful relationships with families and community partners to provide holistic support for students within and across schools, respond to opportunities and challenges presented by a diverse community, and create a strong support structure to ensure all students are achieving.

3. Manages team administration and operations in adherence to district policy, state law, and in the best interests of all students. This includes making sure that all team members are held accountable for meeting clear expectations.

4. Works collaboratively with district and school leaders to create a seamless PreK-12 learning community. Create a climate of professional collaboration and sharing of best practices by establishing structures that foster shared learning, information and resource exchange across schools, zones, and within the portfolio.

5. Partners with district and school leaders to evaluate existing programs, services and practices to expand those that are most effective and reduce or eliminate those that are less effective. Utilize resources (professional development tools, coaching resources, vetted materials and vendors, etc.) to provide appropriate professional learning and supports for teachers.

Demonstrates a high level of moral imperative to work in the best interest of children.

Demonstrates of high levels of integrity, honesty, credibility, and courage to make difficult yet necessary decisions

Attends and participate in meetings, including District Leadership Meeting and Cadre meetings.

9. Responds to questions and issues related to Alternative Support Programs and assists with implementation of the Alternative Support Programs

10. Provides supervision and evaluation of At-Risk staff, which includes Family Care Center, Homebound and Hospital/Agency programs, and Kentucky Educational Collaborative for State Agency Children (KECSAC) programs.

11. Visits schools regularly to provide consultation and technical assistance

12. Works with families, individuals, and community groups to promote understanding, advocacy, and leadership in the area of alternative support programming

13. Works collaboratively with school staff, coordinators, resource teachers, and other specialists to provide support to schools regarding the implementation of effective instructional strategies

14. Disseminates information on current trends and research in the area of early intervention and effective instructional strategies

15. Prepares, monitors, amends to all record-keeping, correspondence, requests, meetings, and special requests related to this area

16. Plans and conducts in-service session targeting strategies/methods for working with At-Risk students

17. Maintains active involvement in local, state, and national professional organizations related to At-Risk programs

18. Assists schools with efforts to increase parent involvement and cooperation

19. Consults with subject area coordinators to provide an integrated approach to curriculum objectives which focus on At-Risk youth

20. Maintains research data, resources, articles, and books concerning alternative support strategies, techniques and program designs

Demonstrates the ability to communicate in more than one language or the willingness to learn to communicate in more than one language at the novice level of proficiency.

22. Maintains regular attendance

23. Performs other duties as assigned

QUALIFICATIONS AND KEY COMPETENCIES:

1.

Is an instructional leader with deep knowledge of literacy and numeracy, as well as experience designing and implementing successful instructional strategies for English Language Learners, students with special education needs, students identified as gifted and/or talented, and students who are reaching for proficiency.

2.

Demonstrates a sense of urgency around closing the opportunity and achievement gaps, can lead instructional improvements, and takes targeted action to ensure success.

3.

Has expertise in building an effective team, coaching, and ensuring professional growth for all teachers.

4.

Articulates a vision, sets high standards, and effectively guides schools to commit to high expectations for all students by setting actionable, measurable goals and seeing them through to completion.

5.

Is a strong communicator; speaking, listening and writing.

6.

Understands how to use multiple sources of data to inform daily decisions to improve instructional practice and instills this practice in others.

7.

Pursues and implements innovative ideas and methods; remains committed to seeking out and sharing current research and evidence-based best practices.

8.

Is knowledgeable of operations, management and organizational design and uses this knowledge to ensure improved student outcomes.

9.

Builds collaborative relationships with a wide variety of constituent groups, including external partnerships, to ensure the entire system operates in the most effective manner possible to support school and principal needs.

10.

Is astute, keenly aware of the interests and motivations of others, and acts with integrity in a politically-charged environment.

11.

Demonstrates an unyielding commitment to continuous improvement and an unwavering belief that all students can achieve at high levels.

PHYSICAL DEMANDS:

· Work is performed while standing, sitting and/or walking

· Requires the ability to communicate effectively using speech, vision and hearing

· Requires the use of hands for simple grasping and fine manipulations

· Requires bending, squatting, crawling, climbing, reaching

· Requires the ability to lift, carry, push or pull light weights

EDUCATION AND EXPERIENCE:

• 4 year degree from accredited college or university; Master's degree in Education.
• Experience managing within a complex educational organization is essential, as well as experience teaching urban youth and/or coaching, teaching, and mentoring educators for a minimum of five years.

LICENSES AND OTHER REQUIREMENTS:

• Kentucky c e r ti f ic a t i o n in A d m i n i s t r a ti o n an d S u pe r v isi on (Principal or Supervisor of Instruction)

Contact Person : Julie Farris (julie.farris@fayette.kyschools.us)