Coordinator: New Teacher Support & Development - Talent Division (2019-20)

Ref: PCN944C

TITLE:

Coordinator, New Teacher Support and Development

REPORTS TO:

Assigned Supervisor

DEPARTMENT:

Talent/HR

CLASSIFICATION:

Certificated Management

FLSA:

Exempt

WORK YEAR/HOURS

227 days/7.5 hours (FT) or as assigned

ISSUED:

Created: June 2011

Revised: April 2019

SALARY GRADE:

A227 Range 16

BASIC FUNCTION: Under direction of assigned supervisor manage the overall operations of the District's New Teacher Support and Development programs to promote and support the District's strategic plan.

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.)

E = Essential Functions

Coordinate the implementation of the District's professional development and credentialing programs for non-fully credentialed teachers.

Support with the development and implementation of a common district-wide model for instructional coaching, ensuring all employees who serve in a coaching/mentoring role receive initial and ongoing, high quality professional development and in-field coaching to effectively support and facilitate the growth and development of teacher practice and student learning.

Collaborate with department staff to align support for new teachers. E

Secure a trained teacher coach for each Induction participating teacher and intern teacher. E

Collaborate with the department's chief administrator, appropriate District administrator, and site administrators to develop Districtwide standards and frameworks for programs and protocols to support new teachers at all school sites; establish and maintain a culture of support at all school sites. E

Collaborate with site administrator and appropriate District administrator to coordinate and align instructional supports. E

Maintain communication with site administrators and other District-site coaches regarding relevant activities and needs of new teachers and coaches. E

Collaborate with department managers to coordinate the development, preparation, and implementation of a variety of professional development sessions focused on coaching and support of new teachers and interested parties. E

Serve as the lead facilitator for cognitive coach trainings and coach forums for the department. E

Maintain protocols for validating and reporting completion of requirements of participating teachers for a Professional Clear Credential. E

Maintain data exchange protocol with the Human Resources Credentials Supervisor and Site Team Generalists. E

Maintain data and documents for State Biennial Review and accreditation process. E

Support the coordination, development, monitoring, and review of operational systems and processes of assigned area. E

Maintain communications with the Commission on Teacher Credentialing (CTC) and other Induction and Intern program leaders across the state regarding best practice and program compliance. E

Attend all required statewide and regional meetings associated with the program. E

Plan, lead, and/or attend a variety of meetings representing the department. E

Train, coach, supervise, and evaluate lead new teacher coaches and assigned staff. E

Travel to sites when needed. E

Perform related duties as assigned.

MINIMUM QUALIFICATIONS

TRAINING, EDUCATION AND EXPERIENCE: a bachelor's degree from an accredited college or university, five years teaching experience, and relevant program leadership or administrative experience.

LICENSES AND OTHER REQUIREMENTS:

Valid California Administrative Services Credential preferred

Valid California (or Out-of-State) Teaching Credential with English Learner authorization

Valid California Driver's License

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

KNOWLEDGE AND ABILITIES

KNOWLEDGE OF:

California Department of Education Frameworks governing workscope such as: Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community Schools

Current District curriculum and school instructional programs in assigned area

Cognitive Coaching Curriculum

Adult learning theory

Strategic direction of the District

Utilization of various forms of assessment to guide and design instruction

Effective pedagogy for ethnic populations, English, and Standard English Learners

Applicable federal, state, and District codes, regulations, policies and procedures governing workscope

Methods to interpret, apply, and explain rules, regulations, policies and procedures related to workscope

Planning, organization and coordination needed for assigned program

Effective strategies, theories, techniques, and methods of professional development

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

Interpersonal skills using tact, patience, and courtesy

Correct English usage, grammar, spelling, and punctuation

Implement plans and evaluate their outcomes

Principles and practices of effective leadership

Serve as trusted resource to District Administrators and facilitate communication throughout the District

Telephone techniques, systems and etiquette

Presentation, communication, and public speaking techniques

Principles and practices of supervision and evaluation

Computer software, hardware, and related technology

Cross-train department personnel

ABILITY TO:

Interpret, communicate, implement, and maintain current knowledge of applicable laws, codes, policies, procedures, and District regulations governing workscope

Interpret District collective bargaining contract language

Establish and maintain effective working relationships with others of diverse backgrounds, experience, and personalities

Address the needs of identified English Learner communities

Work with diverse school sites and conditions

Perform duties with awareness of all District requirements and policies

Communicate effectively in English orally and in writing

Model effective communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and others

Analyze, interpret and communicate data

Motivate and support adults to transform their practices

Plan, organize, and complete work to meet established timelines and deadlines

Analyze situations accurately and adopt effective course of action

Manage multiple projects simultaneously

Implement plans and evaluate their outcomes

Prepare and deliver clear and concise presentations to a variety of audiences

Participate in District approved professional development to maintain current knowledge of evolving needs of students and the District related to workscope

Meet District standards of professional conduct as outlined in Board Policy

Supervise, coach, and evaluate assigned personnel

Operate personal computer, related software, and other office equipment

WORKING CONDITIONS

ENVIRONMENT:

Office environment and diverse school 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.



Primary Location: Talent
Salary Range: $85,547.32 - $109,183.40 / Per Year
Shift Type: Full-Time

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