PRIMARY FUNCTION:  This position is responsible for the implementation of effective Title I instructional programs and for support to schools to meet system goals; additionally, the position is responsible assisting with the coordination and monitoring of all Compensatory Programs.

REPORTS TO:  Director of Compensatory Programs

SALARY SCHEDULE:  Teacher

WORK DAYS:  229

REQUIREMENTS:

Educational Level:    Master’s degree from an accredited college or university with specialization in the area of education; Eligible for an Educational Leadership Certificate; Passing GAPSC approved Leadership Certification test required

Experience, Skill and Certification: 

• Eligibility for Educational Leadership Certificate.
• Must have clear-renewable or obtain non-renewable certification prior to being employed. If obtaining a non- renewable certification, it must be completed within 3 years.
• At least five (5) years of successful classroom teaching
• Knowledge of Microsoft Office suite, data analysis techniques, budgeting, and purchasing.
• Excellent communication skills and the ability to work well independently and with others.

Preferred:

• Three years in a leadership role

ESSENTIAL DUTIES:

1. Designs, implements and monitors Title I programs and other Compensatory Programs under the direction of the Senior Director.
2. Provides assistance to schools in developing School wide/Targeted Assistance (TA) plans based on Title I, Part A of Elementary and Secondary Education Act of 1965 (ESEA) and state guidelines.
3. Assists schools in developing Title I budgets to support School wide/TA plans and monitors expenditures throughout the year.
4. Guides principals, teachers, and paraprofessionals in the implementation and administration of programs to ensure their effectiveness and provides feedback as appropriate.
5. Prepares all necessary reports, files, and forms to ensure compliance with federal and state guidelines.
6. Provides professional development to schools, which support program guidelines and instruction.
7. Meets regularly with the Senior Director to review program implementation and develop plans for improvement or dissemination of best practices.
8. Keeps abreast of effective instructional practices through research via the internet, professional literature, and conferences.
9. Collects and analyzes data related to the effectiveness of instructional initiatives and evaluates program services.
10. Provides assistance to schools identified for school improvement.
11. Assists administrators, faculty, staff and the community with the implementation of effective parental involvement activities based on ESEA and state guidelines.
12. Performs other duties as necessary for the effectiveness of the organization.

Terms of Employment

Incumbents will receive an annual contract. The work calendar will be 229 days. Salary will be determined based on level of certification and allowable experience. Exempt. 

This position is funded through Title I programs and is contingent on availability of funds. 

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE   Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.