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Location

Stafford, VA | United States

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Job description

Job Title: Coordinator of Academic Interventions (Secondary)

Location: Department of Academic Programs

Pay Grade: Administrative and Professional Scale Grade A06

Work Calendar: Licensed 11 Months

FLSA Status: Exempt

GENERAL PURPOSE

This position is responsible for aligning and coordinating Stafford Schools' intervention structures and processes. The Coordinator works to improve educational outcomes for students who require additional academic support beyond Core ELA instruction. The Coordinator role requires a diverse skill set and a deep understanding of evidence-based instructional practice and organizational structures necessary to provide leadership and guidance to school-based interventionists. Under the supervision of the director of core curriculum, the Intervention Specialist will design and implement intervention expectations that adhere to division intervention structures and meet the various needs of students.

The Coordinator will support evidence-based practices in schools that facilitate student success by providing professional learning and program design in the areas of planning, instruction, assessment, and parent notification within the middle schools.

MAIN JOB TASKS AND RESPONSIBILITIES

Coordination of Division Secondary Intervention Structures

• Work collaboratively with staff in the Department of Academic Programs and the Office of School Leadership to establish and monitor school-based implementation of division intervention expectations
• Work collaboratively with the school-based intervention teams to develop intervention cycles that align with and support student's identified areas of need
• Work collaboratively with school-based intervention teams to design and monitor student reading plans to ensure compliance with VLA legislation
• Work collaboratively with school-based interventionists and school administration to establish procedures for parental communication aligned to division expectations
• Coordinate the implementation of locally- and state-procured instructional resources to support intervention programs

Provision of Targeted Technical Support and Program Monitoring

• Provide pedagogical expertise and targeted technical support to school-based interventionists and school administration and build local capacity, as requested or determined through data analysis
• Provide on-demand professional learning opportunities to school- and division-based staff necessary for implementation of programs and resources
• Provide support for procurement and budget oversight for expenditures related to school-based secondary tutors
• Ensure effective implementation of intervention programs and supports aligned to division expectations
• Monitor parent notification structures and processes at school sites to ensure compliance with VLA legislation and division expectations
• Review appropriate student instructional data and evaluate performance trends across intervention cycles and ensure intervention identification and student needs are met
• Provide quarterly progress reports on intervention structures based on division expectations

Support and demonstrate core values of Stafford Schools

• Engage in ongoing professional development relevant to position.
• Respond promptly and thoroughly to written and oral requests for information.
• Maintain a clean, neat appearance appropriate to position.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with colleagues, supervisors, and co-workers.
• Comply with all District and School policies and regulations, including but not limited to guidelines for confidentiality.
• Perform other related duties as required/assigned.

EDUCATION AND EXPERIENCE

• Bachelor's Degree in Education required
• Must hold or be eligible for a Virginia Collegiate License; a Postgraduate Professional license is preferred.
• At least three years' experience as an elementary classroom room
• School-level or division-level leadership is preferred.

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge
  • Demonstrate evidence of in-depth knowledge of current initiatives and issues in K-5 ELA evidence-based instructional practice
  • Demonstrates the ability to develop, lead, and support the literacy community of practice
  • Demonstrate the ability to relate and communicate with educators in large groups, learning communities, multidisciplinary curricular teams, and one-on-one.
  • Demonstrate the ability to relate and communicate with all educational stakeholders.
• Skills
  • Demonstrate appropriate use of written and oral communication, and a thorough knowledge of English grammar and usage.
  • Demonstrate effective time management and organizational skills.

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

• Work environment is an office or school environment with limited exposure to dangerous chemicals or air quality elements and is light duty requiring occasional exertion of up to twenty (20) pounds of force to move or lift objects.

• The following physical and mental abilities are representative of those expected to complete the essential functions of the job: standing for prolonged periods; sitting for prolonged periods; operating motor vehicles or heavy equipment; moving the hands, wrists, or fingers repetitively; moving with force on the back or lower body repetitively; feeling, grasping, or holding objections by hand; identifying colors visually; identifying objects in low light or distant conditions; communicating via spoken language; communicating via written language; perceiving sounds; making decisions using logic and rational thinking.

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.

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