Director of Academic Support, Special Projects, and Title I
- Job Type
The job of Director of Academic Support, Special Projects, and Title I is done for the purpose/s of providing support to administrators, teachers, and support staff in improving educational outcomes of Title I students; supporting the development and implementation of standards-based interventions; planning and implementing programs; assisting school leaders and district personnel in meeting Title I requirements.
Associate Superintendent of Instruction and School Performance
- Collaborates with internal and external personnel (other administrators, school administrators and staff; Title I staff, community agencies and leaders, etc.) for the purpose of implementing and/or maintaining services and programs.
- Directs department operations, the maintenance of services, and the implementation of new programs and/or processes for the purpose of providing services within established timeframes and in compliance with related requirements.
- Facilitates meetings, workshops, and seminars, etc. (school level achievement, summer school planning, district staff, etc.) for the purpose of identifying issues, developing recommendations, supporting other staff, and serving as a District representative.
- Maintains a wide variety of Title I records (program requirements, plans and projects within schools, budgets, etc.) for the purpose of complying with mandated requirements.
- Manages a wide variety of program components (21st Century grants, academic support programs, interventions, etc.) for the purpose of delivering services which conform to regulatory requirements and established guidelines.
- Monitors the implementation of programs funded by Title I for the purpose of ensuring compliance with program requirements.
- Monitors a wide variety of Title I budget and compliance issues (budget allocations, expenditures, fund balances, program components, time/payroll allocations, and related financial activities, etc.) for the purpose of ensuring that Title I financial allocations are accurate, revenues are recorded, expenses are within budget limits, and/or fiscal practices are followed.
- Performs personnel functions (interviewing, evaluating, supervising, etc.) for the purpose of maintaining adequate staffing, enhancing productivity of personnel, and achieving objectives within budget.
- Prepares a wide variety of written materials (grant applications, process requirements, compliance documents, mandated and ad-hoc reports, policy/procedures, budget, training materials, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
- Presents information to a variety of audiences (school staff, community agencies and individuals, vendors, government auditors, etc.) for the purpose of communicating information, gaining feedback, and ensuring adherence to established internal controls.
- Recommends new hires, promotions, termination, and transfers for the purpose of maintaining staffing needs and productivity of the work force.
- Researches a wide variety of topics in support of Title I programs, processes, activities (eligible outreach and after school activities, laws, regulations, professional growth opportunities, best practices for student improvement, etc.) for the purpose of developing and enhancing opportunities for Title I students.
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
- Skills-based Competencies
Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: planning and managing projects and programs; overseeing program financial activities; developing effective working relationships; preparing and maintaining accurate records; using assessment results to guide instruction; and administering personnel policies and procedures.
- Knowledge-based Competencies
Required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel and budgeting processes; intervention programming, diversity best practices, and standard business practices.
- Ability-based Competencies
Required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: meeting deadlines and schedules; setting priorities; working with multiple projects, frequent interruptions and changing work priorities; working with detailed information/data; maintaining confidentiality; and facilitating communication between persons with frequently divergent positions.
Master’s degree in Education
Georgia Leadership Certificate preferred
Five (5) years’ leadership experience working with schools and federal programs
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 80% sitting, 10% walking, and 10% standing.
Georgia Leadership Certificate preferred
Criminal Justice Fingerprint
Fair Labor Standards Act