QUALIFICATIONS:

• Master’s degree in Education or related field preferred
• Extensive experience (5+ years) in educational leadership, curriculum development, improvement processes within a school district setting, and building-level administration experience preferred
• In-depth knowledge of Ohio’s educational standards, student attendance practices and procedures, and State Systemic Improvement Plan (SSIP), and the Ohio School Report Card.
• Strong leadership, communication, and interpersonal skills to collaborate effectively with diverse stakeholders
• Proficiency in data analysis, strategic planning, and implementing evidence-based educational strategies.

MINIMUM QUALIFICATIONS:

• Holds a State Board of Education license/certificate.
• Meets all mandated health requirements (e.g., a negative tuberculosis test, etc.).
• Free record of criminal violations that would prohibit public school employment.
• Compliance with drug-free workplace rules and board policies.
• Ability to establish working relationships with co-workers and function as part of a cohesive team.
• Ability to communicate with co-workers and stakeholders in a professional, diplomatic, empathetic, and tactful manner.
• Proficiency in computer software languages, applications, tools, database management systems, and operating systems.
• Commitment to keep current with workplace innovations that enhance personal productivity.
• Effective organizational planning and project management skills.
• Ability to identify, evaluate, and implement program options, auxiliary services, and curricular materials that support the diverse learning needs of students.
• Expertise in the identification and use of technology equipment/software applications suitable for diverse instructional settings and user abilities. Ability to address the needs of adult learners.
• Available to work irregular hours and/or a non-traditional schedule.

ADDITIONALLY PREFERRED QUALIFICATIONS:

• Ability to make well-reasoned, sensible, and timely decisions based on careful, objective review and informed analysis of available evidence and information.
• Experience presenting training workshops or sessions for faculty, staff, and students.
• Ability to use conflict resolution and/or mediation techniques to avert problem situations and resolve conflicts.
• Effectively use active listening, observation, reading, verbal, nonverbal, and writing skills.
• Ability to utilize advanced analytical, evaluative, and objective critical thinking skills to effectively summarize and present relevant evidence and information.
• Experience gathering and compiling data to prepare investigative reports.
• Maintain an acceptable attendance record and be punctual.
• Skillfully manage individual, group, and organizational interactions.
• Use diplomacy and exercise self-control when dealing with other individuals.

CONTINUING EDUCATION/TRAINING: CLEARANCES:

Public School Works annually as directed Fingerprint/Background Clearance
Evaluation: Job performance is evaluated according to policy provisions and contractual agreements adopted by the Euclid City School District Board of Education.
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• Establish a process for reviewing and interpreting early warning attendance and trend data impacting student success of Students With Disabilities (SWD) with 9th-grade status.
• Collaborate with *District Attendance Team (DAT) to conduct root cause analysis(s) based on early warning indicator attendance data.
• Establish a process to develop, implement, monitor, and revise if necessary evidence-based interventions aligned with identified root causes.
• Provide guidance and coaching to DAT to ensure fidelity of implementation of Panther Engagement Plans..
• Structure and coordinate attendance interventions across multiple tiers (ex. universal interventions for all at the building level, early interventions and intensive interventions), using established criteria for student placement and support.
• Provide professional learning and ongoing on-site support to DAT and the Director of College & Career Readiness.
• Partner with building Absence Intervention Teams and the Director of College & Career Readiness to implement Panther Engagement Plans to monitor student attendance and support re-engagement efforts.
• Collaborate with the Special Education Department to analyze data and enhance intervention strategies for SWD, ensuring alignment with IEP goals and legal requirements.
• Prepare and present regular updates on intervention outcomes and student progress to the District Leadership Team (DLT), Graduation Team, and the Ohio Department of Education and Workforce..
• DAT Members: Attendance & Residency Coordinator, Special Education Coordinator, Residency Specialist, Building Administrators, Building-Level Absence Intervention Teams, Attendance Liaison, School Counselors, Intervention Specialists, Parent Mentor