Special Services Consultant - Specialized Programs, Compliance and Monitoring

Consultant Position

Under limited supervision, assists teachers, principals and administrators in the development and implementation of District education programs. Provides guidance and instruction to teachers as necessary. Assists in evaluating and selecting instructional materials and equipment. Assists with organization and implementation of specialized programs.

Essential Functions:

• Promotes student achievement by providing systematic observations, feedback, and support of teachers, students and programs; interprets instructional programs to administrators, teachers, staff and the community.
• Acquires and distributes instructional materials and equipment to support and enhance teaching and learning.
• Develops, revises, correlates and implements curriculum; develops innovative approaches for teaching assigned age group and subject area(s); works cooperatively with support services personnel in the delivery of special services to students.
• Designs and implements professional development to enhance teaching and learning.
• Assists in developing district testing materials and procedures.
• Assists in evaluating and selecting instructional materials and equipment.
• Assists in the development, implementation, and monitoring of IEPs in conjunction with Speech Occupational and Physical Therapy services as determined by the IEP team when appropriate.
• Promotes and participates in student organization activities, advisory committees, and special programs.
• Establishes partnerships and coordinate programs with businesses, industries and outside agencies to enhance learning opportunities for students.
• Ensures that all programs in area of responsibility are in compliance with applicable federal laws and guidelines.
• Monitors program expenditures and prepares budget reports as required.
• Monitors and/or manages special projects and programs as assigned.
• Keeps abreast of developments and innovations in the profession.
• Receives, reviews, prepares and/or submits various records and reports, including expenditure request forms, requisitions, billing invoices, standardized test data, technical study reports, attendance records, field trip requests, budget reports, journals, teaching materials, training materials, curriculum plans, progress reports, schedules, calendars, newsletters, transparencies, memos, correspondence, etc.
• Interacts and communicates with various groups and individuals, such as the immediate supervisor, other administrators, principals, teachers, other consultants, parents, students, Board members, State Department of Education personnel, government/social service agencies, legislators, sales representatives/publishers and the general public.
• Complies with all federal laws, state statutes, Board policies, administrative rules, and directives.

Additional Duties:

• Assists in interviewing and selecting new teachers.
• Serves on committees and task forces, and attends conferences and workshops as appropriate.
• Performs related duties as required.

Other Comments:

• Constructs district assessments (common & diagnostics).
• Analyzes district assessment data.
• Provides training on using assessment data to inform instruction.
• Reviews and uses state assessment data to help focus professional development.
• Develops, monitors, and revises curriculum and pacing guides.
• Identifies and purchases materials/resources that support district curriculum.
• Facilitates content textbook adoption process.
• Correlates adopted textbooks and purchases resources to state standards.
• Monitors and revises online curriculum.
• Develops and implements ongoing professional development for content contacts/facilitators.
• Assists with monitoring and facilitating content grants.
• Supports content coaches.
• Serves on school priority teams, school support visits.
• Serves as contacts/facilitators of various district-wide initiatives.

Minimum Education and Training:

• Requires a Master's degree in education administration supplemented by four years of successful classroom teaching experience, or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities.
• Must possess valid teaching certification in an area of science education, vocational counseling, or closely related certification.

Minimum Qualifications and Standards Required:

• Physical Requirements: Must be physically able to operate a variety of machines and equipment, including a computer, telephone, audio-visual equipment, vehicle, etc. Must be able to exert up to five pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time, but may involve walking or standing for periods of time. Must be able to lift and/or carry weights of five to ten pounds.
• Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.
• Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes guiding/teaching co-workers and receiving assignments and/or direction from supervisor.
• Language Ability: Requires the ability to read a variety of curriculum standards, policies and procedures, technical and professional studies, reference books and publications, catalogs, handbooks, etc. Requires the ability to prepare curriculum plans, narrative and statistical reports, correspondence, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.
• Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical, schedule or diagrammatic form, and to deal with several abstract and concrete variables. Requires the ability to apply influence systems in assisting classroom teachers, to learn and understand relatively complex principles and techniques, to make independent judgments in absence of supervision, and to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions, and to counsel and teach co-workers. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages.
• Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals, and to determine time. Must be able to use practical applications of algebra and statistics.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information.
• Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery and to operate motor vehicles.
• Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, medical equipment, etc. Must have minimal levels of eye/hand/foot coordination.
• Color Discrimination: Does not require the ability to differentiate colors and shades of color.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines.
• Physical Communications: Requires the ability to talk and/or hear (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear).