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Program Manager: Social Emotional Learning - Academic Achievement & Innovation Department (2018-19)

Employer
Oakland Unified School District
Location
Oakland, CA, US
Salary
$77,575.92 - $99,008.22 / Per Year
Ref: PCN6717

Per UAOS Contract: Position must be posted for a minimum of 10 days

TITLE:

Program Manager, Social Emotional Learning

REPORTS TO:

Assigned Supervisor

DEPARTMENT:

As Assigned

CLASSIFICATION:

Classified Management

FLSA:

Exempt

WORK YEAR/HOURS:

261 days / 7.5 hours

ISSUED:

Created: July 2017

SALARY GRADE:

ADCL 14

BASIC FUNCTION: Under direction of assigned supervisor, the Social and Emotional Learning (SEL) Program Manager facilitates the collaboration between District central office and school sites to ensure that social and emotional learning standards are fully integrated into instructional and leadership practices across all sites. The SEL Program Manager will work in partnership with school leaders, teachers, and teacher leaders, aligning resources to:

Build teachers' capacity to ensure diverse learners meet the demands of adopted Academic/SEL standards and effective classroom implementation of the instructional core using SEL strategies, competencies, and curricula;

Accelerate the academic outcomes of students in a specific content area through the use of data-driven teacher inquiry into the impact of SEL on academic achievement; and

Support site leaders and Instructional Leadership Teams (ILT) to create highly-inclusive conditions for learning for adults and students throughout the school community.

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:

Provide differentiation/acceleration support that directly impact students (40% time) in a teacher identified academic core content area, i.e., Push-in support to specific focal students in classrooms and after school and Push-in support in identified classrooms for specific Academic/SEL strategies (e.g., partner work, small group work).

Maintain and support SEL data collection, diagnostic, and progress-monitoring data of all focal students.

Provide principals, instructional teacher leaders and teachers with professional learning support in "foundational" pedagogical SEL competencies. These SEL Competencies are included in:

OUSD Framework for Effective Teaching;

OUSD Framework for Leadership Growth and Development;

OUSD Core Curriculum Fundamentals;

Focus on the Instructional Core: CCSS, NGSS, ELD, SEL (Indicators 1A.1, 1A.2, 1B.1, 1B.3);

Rigorous Classroom Communities (Indicator 2C);

Equity Instructional Practices: Designated & Integrated ELD; Inclusive Practices; and Culturally Responsive Teaching (Site Leadership identifies specific Equity Instructional Practice) (2A.1, 3B.2).

Utilize a coaching and feedback cycle grounded in data (includes student work, and video/recording of classroom instruction and coaching conversations) to support leaders and teachers growth and development.

Support site leadership and the ILT in designing & managing a quality professional learning plan that ensures alignment of teacher observation & feedback, teacher team Professional Learning Community (PLC) collaboration, and site coaching.

Support site leadership and the ILT in developing their capacity to lead teams (PLCs) in cycles of inquiry.

Support the development of a quality assessment plan, routines for gathering evidence of adult practice, and effective PLC practices.

Collaborate with central office and site leadership in designing and supporting learning walks and informal classroom observations to identify high leverage Academic/SEL practices.

Collaborate to design weekly central professional learning to deepen SEL content and pedagogical knowledge and participate in ongoing data analysis, inquiry, and collaboration around intervention, coaching, and facilitation with cross-site ITL colleagues and central support staff.

Prepare written and oral reports; maintain program records and documentation on work scope; provide periodic reports to the District, schools, and partners.

Attend trainings and collaborative sessions to coordinator activities and programs, resolve issues and conflicts, share best practices and disseminate knowledge.

Develop and monitor budgets for assigned SEL sites and services, manage grants and projects; research and develop grant proposals.

Identify and apply for funding opportunities that support District SEL initiatives.

Provide cross-training to team members and other staff.

Perform other 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:

Implementing Social Emotional Learning standards, coaching in an educational setting, change management and adult professional learning standards

Effective pedagogy, for historically underserved populations, English and Standard English Learners

Effective methods and frameworks for professional development facilitation, adult learning, and coaching

Principles and practices of organization, management (supervision and evaluation), and leadership

Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff

Effective presentation and communication, both oral and written

ABILITY TO:

Plan, organize, and complete multiple projects simultaneously, meet established timelines and deadlines, and regularly evaluate outcomes

Maintain a learner stance within departments and stakeholder groups

Analyze challenges, make decisions or recommendations, and be responsible for those decisions

Respond to requests for support and guidance (primarily email) in a timely manner

Prepare and deliver clear and concise presentations to a variety of audiences (Teaching and Learning colleagues, cross-department personnel, teachers, administrators, etc.), particularly around instructional materials, guidance, and strategies

Determine staff development needs and develop strategic plans to learning opportunities to meet those needs

Use a range of coaching strategies to support diverse teachers and administrators

Collaborate with multiple stakeholders: across content areas, and with administrators, district support and administrators, and other partners

Interpret, communicate, implement, and maintain current knowledge of applicable federal, state, and District laws, codes, regulations, policies, and collective bargaining contract governing secondary education, related programs, and work scope to stakeholders

Establish and maintain effective working relationships with others of diverse backgrounds, experience, and personalities, and work with diverse school sites and conditions in a manner that achieves District goals

Analyze, interpret and communicate data to support adults to transform practice

Communicate effectively in English orally and in writing, and model communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and others

Operate personal computer, related software, and other office equipment, and flexibly learn new applications and systems as needed

Meet District standards of professional conduct as outlined in Board Policy

Supervise, coach, and evaluate assigned personnel

Adapt to new digital platforms, e.g., Teaching Channel

PREREQUISITES

Bachelor's degree from an accredited college or university

Master's degree preferred

Three (3) years of successful classroom teaching experience

Coaching experience

Experience facilitating professional development and application of adult learning theory, or success in a site-leadership role

Valid California Driver's License, if applicable

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: Academic Achievement and Innovation
Salary Range: $77,575.92 - $99,008.22 / Per Year
Shift Type: Full-Time

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