School Support Specialist (2)

at  Evansville Vanderburgh School Corporation

EVSC is committed to its vision and mission to empower our students to thrive in life as we prepare every student to excel in our global society through world-class learning experiences.

SUMMARY:

The EVSC seeks exceptional individuals who have demonstrated capacity to be a critical leadership change agent to serve as a part of a dynamic district-based support team.
This specialist will possess the essential skills and competencies necessary to develop, support and implement systems to drive decision making as well as to advance instruction by providing job-embedded and ongoing professional development for teachers, coaches, staff, and administration to improve student achievement. Ideal candidates will be student centered, collaborative, and have the skills necessary to be a catalyst for change as an integral part of a high performing leadership team, under the direction of Director(s) of School Support. School Support Specialist positions may be grant funded and may vary from year to year.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Strong teacher and leader, with a history of results, able to analyze instruction and help others improve their practice.
• The ability to balance the demands of an instructional leader with the management of the school improvement process.
• Deep understanding of the relationships among content area knowledge, pedagogy, professional learning, and school improvement.
• Experience working effectively with diverse populations, building strong relationships with and prioritizing the needs of all students
• Creates an environment of trust and respect through all interactions with staff to support growth oriented professional relationships.
• Uses data and other evidence to make decisions about research-based best practices and high-yield instructional strategies.
• Build school level capacity to use data to drive decision making and differentiate instructional strategies.
• Develop and implement robust performance monitoring strategies including data collection tools and processes through which data is analyzed and disseminated to schools.
• Provide as needed technical assistance and professional development support.
• Analyze information and organize thinking to solve problems and make decisions that are aligned with strategic goals
• Effective and articulate verbal and written communication skills
• Able to lead and model advanced instructional and administrative 21st Century technology skills; demonstrates ability to serve as a technology accelerator
• Primary support is to Title I served schools by providing additional technical support to Title I Schools to improve teacher effectiveness and increase student achievement.
• Provides supplemental resources and additional capacity for Title I Schools.
• Assists in the writing, execution and management of grants including data collection and analysis.
• Directly supports Title I School staff with development, management and execution of school improvements plans.

JOB SPECIFIC SKILLS AND ABILITIES:

• Ability to apply knowledge of current research and theory to the instructional program.
• Ability to establish and maintain effective relationships with students, staff, and parents through oral and written communication.
• Ability to perform duties with awareness of all corporation, state, and federal requirements.

EDUCATION AND/OR EXPERIENCE:

Bachelor’s degree in Education required.

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations.
• Ability to write reports and general correspondence.
• Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public.
• Ability always to communicate using correct grammar.

MATHEMATICAL SKILLS:

• Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables.
• Ability to use available information and develop realistic long-term and short-term plans for curricular goals

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear,(corrected or uncorrected) and, sometimes, to sit.
• Occasionally required to climb, stoop, kneel, crouch, or crawl.
• Must occasionally lift and/or move up to 50 pounds.
• Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.
• Must frequently bend, reach above the head, as well as forward, and use fine motor skills.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level will vary depending on the daily activity.
• It, at times, is very quiet in the classroom but often, as in the cafeteria and/or school assemblies, is moderate to very loud.
• The employee must often meet deadlines and must report to class and/or duty assignments on time.
• The work environment includes inside and outside areas.
• The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollen, and trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
• The employee may be exposed to CRT’s.

Americans with Disabilities Act (ADA)-
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.

SUPERVISORY RESPONSIBILITIES:

None
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Strong teacher and leader, with a history of results, able to analyze instruction and help others improve their practice.
• The ability to balance the demands of an instructional leader with the management of the school improvement process.
• Deep understanding of the relationships among content area knowledge, pedagogy, professional learning, and school improvement.
• Experience working effectively with diverse populations, building strong relationships with and prioritizing the needs of all students
• Creates an environment of trust and respect through all interactions with staff to support growth oriented professional relationships.
• Uses data and other evidence to make decisions about research-based best practices and high-yield instructional strategies.
• Build school level capacity to use data to drive decision making and differentiate instructional strategies.
• Develop and implement robust performance monitoring strategies including data collection tools and processes through which data is analyzed and disseminated to schools.
• Provide as needed technical assistance and professional development support.
• Analyze information and organize thinking to solve problems and make decisions that are aligned with strategic goals
• Effective and articulate verbal and written communication skills
• Able to lead and model advanced instructional and administrative 21st Century technology skills; demonstrates ability to serve as a technology accelerator
• Primary support is to Title I served schools by providing additional technical support to Title I Schools to improve teacher effectiveness and increase student achievement.
• Provides supplemental resources and additional capacity for Title I Schools.
• Assists in the writing, execution and management of grants including data collection and analysis.
• Directly supports Title I School staff with development, management and execution of school improvements plans

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear,(corrected or uncorrected) and, sometimes, to sit.
• Occasionally required to climb, stoop, kneel, crouch, or crawl.
• Must occasionally lift and/or move up to 50 pounds.
• Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.
• Must frequently bend, reach above the head, as well as forward, and use fine motor skills

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level will vary depending on the daily activity.
• It, at times, is very quiet in the classroom but often, as in the cafeteria and/or school assemblies, is moderate to very loud.
• The employee must often meet deadlines and must report to class and/or duty assignments on time.
• The work environment includes inside and outside areas.
• The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollen, and trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
• The employee may be exposed to CRT’s