Director, Student Achievement - Targeted Strategies - Office of Equity (2018-19)
- Employer
- Oakland Unified School District
- Location
- Oakland, CA, US
- Salary
- $94,304 - $120,384 / Per Year
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Position Description
TITLE:
Director, Student Achievement - Targeted Strategies
REPORTS TO:
Assigned Supervisor
DEPARTMENT:
As Assigned
CLASSIFICATION:
Certificated Management
FLSA:
Exempt
WORK YEAR/HOURS:
12 months / 227 days / 7.5 hours or duty days and hours as assigned
ISSUED:
Created: June 2018
SALARY GRADE:
A227 Range 18
BASIC FUNCTION: Under general supervision from the Office of Equity, the Director, Student Achievement - Targeted Strategies, will lead and collaborate in the development and implementation of curriculum and professional development infrastructure that will create and support the conditions, culture, and competencies needed to guide the diverse student populations in a Full Service Community School District. The Director will promote student achievement by collaborating, coaching, and supporting District instructional leaders in the design, implementation, and assessment of instructional programs from a lens of equity and inclusion. The Director will effectively communicate unit strategy, goals, timelines and progress to staff, department heads, and District senior leaders and serve as a strategic partner in District-wide academic initiatives to represent 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:
Collaborate with District leaders on best practices on how to provide rigorous, high-quality instruction within a Full Service Community framework to ensure that students with the highest needs are met.
Implement instructional activities that contribute to a culture and climate where instructors are actively engaging students in meaningful learning experiences.
Engage with District senior leaders, school leaders, and instructional staff to ensure that curriculum, tools, resources, and student experiences are relevant, affirm student identity and foster a diverse array of perspectives.
Design and iterate on tools, curriculum, and cultural routines that are aligned to the District's Local Control and Accountability Plan (LCAP) and pedagogical principles that promote social and emotional learning experience that equips students for success in college and career.
Identify, select, and adapt instructional resources for program managers to meet the needs of students with varying backgrounds, learning styles, and special needs.
Analyze program efficacy and identify funding, develop funding proposals and other resource development strategies to enhance support for, and contribute to, the sustainability of targeted instructional support strategies.
Lead the coordination of supports to ensure completion of reporting requirements for funders and other internal and external entities.
Work with program personnel and school staff to provide a positive environment in which students are encouraged to be actively engaged in the learning process.
Recruit, screen, train and support instructors that provide and supervise opportunities for students to demonstrate individually and in groups the skills, talent and work produced in the classroom; encourage creative thinking with challenging classroom projects by providing a balanced and rigorous instructional program involving demonstrations, lectures, discussions, and student experiments; organize activities and procedures for optimum learning.
Ensure that program instructional staff plan and conduct activities for a balanced program of instruction, demonstration and work time that provides students with opportunities to observe, question, investigate, analyze, synthesize and hypothesize in the course of their studies and everyday lives.
Conduct and organize, with Lead Instructors, on-going assessments of student performance using multiple assessment tools including standardized tests, performance assessments, anecdotal records, portfolios, and individualized assessments as appropriate; develop plans for student improvement where necessary; ensure student growth and achievement is continuous and appropriate for age group.
Work with program instructional staff plan to use research-based best practices in the classroom to engage students and drive student achievement; disseminate information and experiences across the District.
Partner with program instructional staff plan to establish and maintain standards of pupil behavior needed to provide an orderly, productive classroom environment.
Ensure that program instructional staff plan observe, evaluate, and document students' performance, behavior, social development and physical health.
Engage program instructional staff plan to identify student needs and cooperate with other professional staff members in assessing and helping students solve health, attitude and learning problems; collaborate with peers to enhance the instructional environment.
Collaborate with program instructional staff plan to maintain accurate and complete student records as required by laws, District policy and administrative regulations.
Work with program instructional staff plan to utilize technology to enhance student learning.
Ensure program instructional staff plan create a productive and positive learning environment that reflects the values and expectations of the program, teachers, mentors, and families.
Establish and maintain cooperative working relationships with students, parents, and schools.
Participate actively in professional development sessions on data analysis, best practices for instruction, curriculum development and moving the mission and vision from theory to practice.
Maintain professional competence through active participation in in-service educational workshops and self-selected professional development opportunities.
Plan, organize, manage, direct, supervise, and support various school teams deployed from the department with the overall goal of providing aligned support to the District's LCAP goals.
Supervise, evaluate, and hold accountable the performance and professionalism of assigned staff; interview and select employees, and recommend transfers, reassignments, terminations, and disciplinary actions; plan, coordinate, and arrange for appropriate professional development opportunities for assigned staff.
Represent and serve as the District content expert on equity and inclusion in education matters as directed by senior District leaders.
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:
The Community School philosophy and implementation strategy
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
Response to Intervention Framework
Common Core Standards
Social emotional skills and standards
Definition, framework, and support of positive school culture
Preventative student behavior and attendance strategies
Utilization of various forms of assessment and data analysis in program design and management
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:
Create and manage complex budgets; develop required financial and other resources to support programs; and 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
Identify funding, develop funding proposals and write grants
Prepare and monitor program budget to ensure fiscal responsibility
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
Manage competing priorities and time
Operate personal computer, related software, and other office equipment
PREREQUISITES
Bachelor's degree from an accredited college or university in education, sociology or related field and five year of progressively responsible experience required including five years of experience in a leadership or management position.
Master's or advanced degree in education, sociology or related field preferred
Experience in classroom teaching, evaluation, research, organizational structures and systems, strategic planning, change management, building the capacity of adults, leadership development, facilitation, and coaching
Experience in educational counseling, developing school culture and climate, and developing social emotional skills
Experience developing and facilitating community partnerships preferred
Experience with Cultural Humility, Culturally Responsive Pedagogy and Youth Development preferred
School-site administrative experience required; experience supervising and securing professional development resources preferred; business management experience preferred; experience recruiting and retaining talent and support preferred
Demonstrated success in program planning/management activities furthering school success, student achievement, and positive child, youth, and family development
Valid Teaching Credential with English Learner Authorization
Valid Administrative Services Credential
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 a 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: $94,304 - $120,384 / Per Year
Shift Type: Full-Time
Job Contact Information
Name:
Title:
Phone:
Email:
TITLE:
Director, Student Achievement - Targeted Strategies
REPORTS TO:
Assigned Supervisor
DEPARTMENT:
As Assigned
CLASSIFICATION:
Certificated Management
FLSA:
Exempt
WORK YEAR/HOURS:
12 months / 227 days / 7.5 hours or duty days and hours as assigned
ISSUED:
Created: June 2018
SALARY GRADE:
A227 Range 18
BASIC FUNCTION: Under general supervision from the Office of Equity, the Director, Student Achievement - Targeted Strategies, will lead and collaborate in the development and implementation of curriculum and professional development infrastructure that will create and support the conditions, culture, and competencies needed to guide the diverse student populations in a Full Service Community School District. The Director will promote student achievement by collaborating, coaching, and supporting District instructional leaders in the design, implementation, and assessment of instructional programs from a lens of equity and inclusion. The Director will effectively communicate unit strategy, goals, timelines and progress to staff, department heads, and District senior leaders and serve as a strategic partner in District-wide academic initiatives to represent 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:
Collaborate with District leaders on best practices on how to provide rigorous, high-quality instruction within a Full Service Community framework to ensure that students with the highest needs are met.
Implement instructional activities that contribute to a culture and climate where instructors are actively engaging students in meaningful learning experiences.
Engage with District senior leaders, school leaders, and instructional staff to ensure that curriculum, tools, resources, and student experiences are relevant, affirm student identity and foster a diverse array of perspectives.
Design and iterate on tools, curriculum, and cultural routines that are aligned to the District's Local Control and Accountability Plan (LCAP) and pedagogical principles that promote social and emotional learning experience that equips students for success in college and career.
Identify, select, and adapt instructional resources for program managers to meet the needs of students with varying backgrounds, learning styles, and special needs.
Analyze program efficacy and identify funding, develop funding proposals and other resource development strategies to enhance support for, and contribute to, the sustainability of targeted instructional support strategies.
Lead the coordination of supports to ensure completion of reporting requirements for funders and other internal and external entities.
Work with program personnel and school staff to provide a positive environment in which students are encouraged to be actively engaged in the learning process.
Recruit, screen, train and support instructors that provide and supervise opportunities for students to demonstrate individually and in groups the skills, talent and work produced in the classroom; encourage creative thinking with challenging classroom projects by providing a balanced and rigorous instructional program involving demonstrations, lectures, discussions, and student experiments; organize activities and procedures for optimum learning.
Ensure that program instructional staff plan and conduct activities for a balanced program of instruction, demonstration and work time that provides students with opportunities to observe, question, investigate, analyze, synthesize and hypothesize in the course of their studies and everyday lives.
Conduct and organize, with Lead Instructors, on-going assessments of student performance using multiple assessment tools including standardized tests, performance assessments, anecdotal records, portfolios, and individualized assessments as appropriate; develop plans for student improvement where necessary; ensure student growth and achievement is continuous and appropriate for age group.
Work with program instructional staff plan to use research-based best practices in the classroom to engage students and drive student achievement; disseminate information and experiences across the District.
Partner with program instructional staff plan to establish and maintain standards of pupil behavior needed to provide an orderly, productive classroom environment.
Ensure that program instructional staff plan observe, evaluate, and document students' performance, behavior, social development and physical health.
Engage program instructional staff plan to identify student needs and cooperate with other professional staff members in assessing and helping students solve health, attitude and learning problems; collaborate with peers to enhance the instructional environment.
Collaborate with program instructional staff plan to maintain accurate and complete student records as required by laws, District policy and administrative regulations.
Work with program instructional staff plan to utilize technology to enhance student learning.
Ensure program instructional staff plan create a productive and positive learning environment that reflects the values and expectations of the program, teachers, mentors, and families.
Establish and maintain cooperative working relationships with students, parents, and schools.
Participate actively in professional development sessions on data analysis, best practices for instruction, curriculum development and moving the mission and vision from theory to practice.
Maintain professional competence through active participation in in-service educational workshops and self-selected professional development opportunities.
Plan, organize, manage, direct, supervise, and support various school teams deployed from the department with the overall goal of providing aligned support to the District's LCAP goals.
Supervise, evaluate, and hold accountable the performance and professionalism of assigned staff; interview and select employees, and recommend transfers, reassignments, terminations, and disciplinary actions; plan, coordinate, and arrange for appropriate professional development opportunities for assigned staff.
Represent and serve as the District content expert on equity and inclusion in education matters as directed by senior District leaders.
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:
The Community School philosophy and implementation strategy
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
Response to Intervention Framework
Common Core Standards
Social emotional skills and standards
Definition, framework, and support of positive school culture
Preventative student behavior and attendance strategies
Utilization of various forms of assessment and data analysis in program design and management
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:
Create and manage complex budgets; develop required financial and other resources to support programs; and 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
Identify funding, develop funding proposals and write grants
Prepare and monitor program budget to ensure fiscal responsibility
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
Manage competing priorities and time
Operate personal computer, related software, and other office equipment
PREREQUISITES
Bachelor's degree from an accredited college or university in education, sociology or related field and five year of progressively responsible experience required including five years of experience in a leadership or management position.
Master's or advanced degree in education, sociology or related field preferred
Experience in classroom teaching, evaluation, research, organizational structures and systems, strategic planning, change management, building the capacity of adults, leadership development, facilitation, and coaching
Experience in educational counseling, developing school culture and climate, and developing social emotional skills
Experience developing and facilitating community partnerships preferred
Experience with Cultural Humility, Culturally Responsive Pedagogy and Youth Development preferred
School-site administrative experience required; experience supervising and securing professional development resources preferred; business management experience preferred; experience recruiting and retaining talent and support preferred
Demonstrated success in program planning/management activities furthering school success, student achievement, and positive child, youth, and family development
Valid Teaching Credential with English Learner Authorization
Valid Administrative Services Credential
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 a 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: $94,304 - $120,384 / Per Year
Shift Type: Full-Time
Job Contact Information
Name:
Title:
Phone:
Email:
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