Tuesday, 9 September 2014

[YEP-DC] Job- Program Assistant, Family Engagement, DC Public Schools

Position Overview

The Office of Family & Public Engagement (OFPE) is responsible for DCPS's work to engage parents, families, and the community in our students' learning, the improvement of our schools, and DCPS's planning and decision-making. Our four core areas of work are:

1.     Family and community engagement;

2.     Community partnerships;

3.     School level family engagement; and

4.     Communications.

All of our work is designed to impact and improve student achievement at the individual student, school, or district level.

The School Level Family Engagement (SLFE) division seeks to build capacity among school administrators and teachers to engage families in strong, meaningful relationships wherein families are actively engaged in and contributing to improving student achievement. Some of the divisions major initiatives include: improving family engagement professional development for our educational workforce; facilitating knowledge-sharing of best practices for effective family engagement among teachers and school leaders; increasing the number and effectiveness of home visit programs throughout the district; and improving traditional model parent teacher conferences focused on academic performance and strategies for home support.

The Assistant, Program provides support to the School-Level Family Engagement Team including data collection and analysis, event logistics and support, communications, operations, scheduling, and other tasks as needed.

The Assistant, Program will report to the Director, Family Engagement .

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

·  Support School Level Engagement team on data analysis, social media, technology, and strategic communications.

·  Schedules and coordinates meetings, conferences, and appointments as well as program/project-related logistics.

·  Supports logistics associated with staffing, funding, and properly executing projects and events.

·  Supports School Level Engagement training events (some evening or weekend hours required).

·  Works across internal offices to collaborate on school level family engagement initiatives.

·  Troubleshoots issues within the office, serving as a point of contact for internal issues or information needs.

·  Works under tight deadlines in a fast-paced environment with multiple responsibilities; and responds in a timely manner to urgent requests that may arise from DCPS stakeholders, including teachers and administrators.

·  Maintains confidentiality of conversations, files, mail, facsimiles, folders, and all other confidential documents (electronic and hard-copy).

Qualifications

·  Bachelor's degree and one to two years of general work experience.

·  Previous exposure to or experience in the education sector a plus.

·  Excellent written, oral, and visual communication skills. Ability to communicate effectively under tight deadlines and in spontaneous situations.

·  Excellent attention to detail and professionalism.

·  Excellent computer application skills with Microsoft Word, Outlook, Excel, and PowerPoint to format presentations, charts, graphs and tables for reports and presentations.

·  Ability to work under pressure without sacrificing quality of work, and to adapt easily and quickly to change.

·  Ability to work independently to advance individual projects while anticipating the needs of coworkers and supervisors to advance team projects.

·  Ability to handle and complete a number of tasks simultaneously.

·  Ability to gather, assemble, and analyze facts to draw conclusions, and to devise solutions to various existing or new issues.

Personal Qualities of Top Candidates

·  Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.

·  Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.

·  Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.

·  Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.

·  Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.

·  Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

·  Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.

·  Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

 

Questions? Contact Natalie Foglia (natalie.foglia@dc.gov)


On Tue, Sep 9, 2014 at 8:54 AM, <youngedprofessionals@googlegroups.com> wrote:
Young Education Professionals-DC <dc@youngedprofessionals.org>: Sep 09 08:25AM -0400

Turning good ideas into effective action is hard work. And a lot of that
work didn't get done when it came time to roll out the Common Core,
writes *Recess
*blogger Matt Richmond. This has lead us to where we are today: decreasing
public support, lawsuits, and an increasingly negative tone about the
standards. But in every misstep, there is a lesson, and Matt identifies
three in his latest post, "The 3 Blunders of Common Core Advocates," here:
http://www.youngedprofessionals.org/yep-dc-recess-blog/the-3-blunders-of-common-core-advocates
 
 
--
DC School Reform Now <dcschoolreform@gmail.com>: Sep 05 10:23AM -0700

DC School Reform Now (DCSRN) seeks outstanding applicants for the position
of development manager. The development manager's job is to develop a
diverse and sustainable funding base of local and national supporters.
Since DCSRN is a start-up and this is a new position, the development manager
will be instrumental in building the development systems needed to raise
$750,000 annually. The development manager will report directly to the
executive director. DCSRN is considering both full-time and part-time
applicants.
 

 
*About DC School Reform Now*
 
DCSRN was founded in 2008 to support new education reforms in the changing
climate of public education in the District. DCSRN is educating, organizing
and advocating to build support for public education strategies that
prepare kids to become college and career ready. DCSRN believes that public
schools in DC can and should become the best in the nation and every
student in DC should have a high quality school, principal and teacher.
 

 
*Responsibilities*
 
Responsibilities will include, but are not limited to:
 

 
- Collaborating with the executive director to craft development
strategic plans, fundraising goals and measures of success and to execute
effective strategies to ensure that DCSRN meets its annual and long-term
fundraising goals.
- Strategically build and manage a donor portfolio, thereby building
strong donor relationships in partnership with the executive director,
increasing donor involvement with DCSRN and identifying what factors
drive revenue growth.
- Producing high-quality written donor communications that meet
cultivation, solicitation and stewardship objectives for those donors,
including letters of intent, proposals, follow-up correspondence, update
reports, thank you letters, newsletters and materials for packets and
events.
- Building the systems and then managing all development operations with
precision, including identifying a development database and building it;
pledge and gift tracking, collection, processing, acknowledgement and
reconciliation; finance and grant reporting to funders; and hard and soft
copy files.
- Supporting the executive director in: developing the regional board;
preparing for board meetings; corresponding with and managing board members.
- Managing interns or temporary help as necessary and/or working with
administrative staff to assist with administrative tasks and team projects.

 
*Education and Experience*
 
· Bachelors degree required
 
· Minimum 2-5 years experience
 
· Record of achieving ambitious goals and creating effective
systems to manage multiple projects
 

*Knowledge, Skills and Abilities*

- Excellent strategic thinking and goal orientation
- Excellent relationship builder with keen understanding of what
motivates others
- Ability to operate with purpose, urgency and accuracy in a fast-paced,
deadline-driven environment
- Excellent writer and communicator
- Strong detail orientation and organization
- Knowledge of Raisers Edge, Excel and PowerPoint preferred
- Previous successful fundraising experience
- Outstanding organizational skills
 
*Compensation*
 
Salary is competitive and commensurate with experience. Applicants seeking
part-time employment are welcome to apply.
 

 
*Contact*
 
Please send a cover letter, resume and references to
*hiring@dcschoolreform.org* <hiring@dcschoolreform.org> *as one complete
document.* Please put "Development Manager Candidate" in the title line of
your email. No phone calls. To learn more, visit: *www.dcschoolreform.org*
<http://www.dcschoolreform.org/>.
 

 
*DC School Reform Now is an equal opportunity employer and does not
discriminate on the basis of race, ethnicity, religion, gender, sexual
orientation, national origin, disability, age, marital status, veteran
status, pregnancy, parenthood or any other basis prohibited by applicable
law.*
Nicole Alonzo <nicalonzo@gmail.com>: Sep 05 01:26PM -0400

Hi Everyone,
 
Latino Student Fund <http://www.latinostudentfund.org/> is hosting a
Scholarship Fair on Saturday, September 20 for high school students and
families. The event is open to all high school students 9-12 in the DMV
area. For more information, see the attached flyer.
 
Thanks!
Nicole
 
 
--
Nicole Alonzo
nicalonzo@gmail.com
(202) 656-3608
Raquel Maya <raquel.maya@gmail.com>: Sep 05 11:38AM -0400

*After School Staff Needed at Powell Bilingual Elementary School in DC*
 
 
 
Are you looking for an opportunity to work in a dual language environment
(Spanish and English) and/or learn more about education?
 
 
 
Powell Bilingual Elementary School is looking for dedicated professionals
looking to enjoy fun afternoons with our wonderful scholars. We are seeking
individuals to offer tutoring and extracurricular assistance for students
in grades PS through Grade 5 in our after-school program. The applicant
must be team-oriented, flexible, and motivated. Qualified applicants must
have an affinity for children and possess a nurturing disposition. Safety
and oversight of our children is paramount during our extended day programs.
 
 
 
Requirements:
 
 
-Available from 3:30 to 6:00pm (tour of duty begins at 3:30 pm so please
arrive earlier to be on-site and ready to receive the students right at
3:30 pm; to provide academic power hour tutoring and academic and
extracurricular enrichment), Monday through Friday (no teaching license
required); Pay is $15/hour
 
-If you have a DC teaching license from OSSE, available from 3:30-4:30 to
lead academic power hour (tour of duty begins at 3:30 pm so please arrive
earlier to be on-site and ready to receive the students right at 3:30 pm),
Monday through Friday; Pay is $34/hour
 
-At least 2 years relevant experience preferred
 
-Citizenship, residency or work VISA in United States required
 
-Will have to submit drug testing, negative TB test,
background/fingerprinting as part of the application
 
-Bilingual (English/Spanish) preferred
 
 
 
 
 
Interested applicants should email a resume and cover letter to
Janeece.docal@dc.gov (Principal) and dj.brooks@dc.gov (Director of School
Operations)
 
 
 
 
 
*Seeking Full Time Bilingual (Spanish-English) School Psychologist for
Powell Bilingual Elementary School, Washington, DC*
 
Powell Bilingual Elementary School is a small, community-based school
focused on academic success and excellence located at 1350 Upshur Street
NW. With 411 preschool-grade 5 students, class sizes ranging from 13-25
students, co-teaching, a dual language/Spanish-English project-based
curriculum, and an active staff-parent leadership team, Powell has a
growing reputation as a family friendly, community school. We encourage a
positive attitude to learning by encouraging students to ask challenging
questions, to reflect critically, to develop research skills, and to learn
"how to learn." When you come to Powell, you will see children working in
small groups, independently, at centers, exploring and making discoveries.
Powell is the proud recipient of the Rising Star Award from Fight for
Children. We are the first to implement Tools of the Mind curriculum in
Preschool to Kindergarten and are partners with the Flamboyan Foundation,
which works to increase family engagement in DC public schools. For two
years NCLB placed Powell in the Rising category due to our students'
academic growth. We are an International Spanish Academy and won second
place Dual Language School of the Year in a national award. We have a
wellness team of a fulltime nurse, social worker, two counselors. To add
to this dynamic environment, we are looking for an enthusiastic Bilingual
(Spanish-English) School Psychologist to serve at Powell FULL TIME. If
interested, please send a resume to Principal Janeece Docal at
janeece.docal@dc.gov.
 
We will then set up an interview. Please learn more about us at:
 
www.dcps.dc.gov/DCPS/powell
 
Follow us on Twitter @PowellElem
 
Like us on Facebook. www.facebook.com/PowellES
 
 
 
*Job description*:
 
http://www.dc.gov/DCPS/About+DCPS/Career+Opportunities/Teach+in+Our+Schools/Position+Overviews/Related+Service+Providers#School
Psychologist
------------------------------
 
*Position Overview - (WTU) 10 month Instructional *
 
*Step/Salary:* 1-10/$51,539 to $83,199, commensurate with education level
and relevant work experience. Salary listed is for Fiscal Year 2012. DCPS
HR can provide FY14-15 salary.
 
*Essential Duties and Responsibilities*
 
• Selects, administers, scores, and interprets approved individual
psychological, intelligence, and behavioral measures, using instruments and
procedures approved by DCPS to referred students.
• Prepares evaluation reports utilizing the format approved by DCPS; and
writes reports that are meaningful to parents, teachers, and students.
• Analyzes evaluation data, student records, and information pertinent to
student learning, and formulates hypotheses and conclusions relating to
learning and behavioral issues.
• Acts as Lead on Special Education meetings.
• Acts as point of contact for Case Managers regarding eligibility.
• Ensures interventions are being implemented in the general education
setting.
• Monitors fidelity of interventions implemented at Tier I and Tier II
level.
• Screens individual student cases for proactive academic and behavioral
interventions.
• Participates in MDT/IEP committee meetings to interpret evaluation
results to parents and school personnel.
• Serves in a consultative role with designated personnel to offer
prevention and intervention strategies related to learning and behavioral
problems of students; and provides consultation on an on-going basis to
teachers, parents, and other school personnel to resolve students' learning
and behavioral problems.
• Develops appropriate interventions and strategies to assist individual
students in academic growth and school adjustment.
• Screens individual student cases for proactive academic and behavioral
interventions.
• Identifies, evaluates, and re-evaluates referred students with special
programming needs; individual student evaluation services will require the
school Psychologist to include the following activities:
• Gathers background information via record review, staff, and/or parent.
• Interviews and observes.
• Selects test instruments valid for student and purpose of evaluation.
• Administers assessments.
• Analyzes and integrates evaluation results and provides instructional and
programming recommendations.
• Presents interpretation of evaluation to parent and team.
• Submits typed reports.
• Completes written psychological reports and parent conferences for each
evaluation; and interprets psychological reports with parent/guardian.
• Consults and collaborates with parents, school personnel, and others
regarding mental health, behavioral, and educational concerns:
• Reviews needs.
• Observes children.
• Interviews children.
• Assists with developing interventions.
• Reviews progress.
• Provides support system to parent.
• Helps others understand child development and how it affects learning and
behavior.
• Strengthens working relationships between teachers, parents, and service
providers in the community.
• Designs and develops student and classroom interventions for preventing
disorders, promoting mental health and learning, and improving education
programs:
• Consults with teachers, parents, students, and/or family, depending upon
problem.
• Identifies problems.
• Develops strategies that involve all parties.
• Provides pre-referral interventions and strategies to SST.
• Monitors progress, adjusting interventions as needed.
• Maintains flexibility to respond to emergency referrals.
• Provides meaningful, helpful suggestions to school personnel regarding
behavior management, social skill development, conflict resolution,
functional behavioral assessments/behavioral intervention planning, and
instructional strategies.
• Consults with parents regarding their individual student(s).
• Assists school staff in the development of appropriate academic and
vocational education plans for the student.
• Acts as a psychological consultant for other staff members and community
agencies.
• Attends due process hearings as requested.
• Checks and responds to DCPS email on a daily basis.
• Submits productivity forms on a weekly basis.
• Serves in a consultative role with designated personnel to offer
prevention and intervention strategies related to learning and behavioral
problems of students; and provides consultation on an on-going basis to
teachers, parents, and other school personnel to resolve students' learning
and behavioral problems.
• Uploads assessment reports to SEDS upon completion and documents all due
diligence efforts made.
• Completes all Random Moment in Time moments as assigned.
• Reviews assigned assessment caseload and reports barriers to Program
Manager.
• Required to attend all mandatory monthly staff meetings, case
conferences, trainings, and professional developments.
 
 
*Qualifications*• Master's Degree in School Psychology, Educational or
Clinical psychology from an accredited institution, to include forty-two
(42) semester hours of graduate level coursework and five hundred (500)
clock hours of satisfactory field experience in a pre-K through 12 school
setting under the supervision of a certified school psychologist. See DCMR
1659.1 for additional details regarding required graduate level coursework.
• Certification as a School Psychologist by the District of Columbia Office
of the State Superintendent of Education (OSSE).
 
 
*Personal Qualities of Top Candidates*• Commitment to Equity: Passionate
about closing the achievement gap and ensuring that every child, regardless
of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite
obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of
central office performance and school leadership, instruction, and
operations, and is driven by a desire to produce quantifiable student
achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility
and sees challenges as opportunities for creative problem solving; takes
initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts
flexibly in shifting projects or priorities to meet the needs of a dynamic
transformation effort; comfortable with ambiguity and non-routine
situations.
• Teamwork: Increases the effectiveness of surrounding teams through
collaboration, constant learning and supporting others; sensitive to
diversity in all its forms; respects and is committed to learning from
others
• Dependability: Does whatever it takes to consistently deliver with high
quality under tight deadlines; successfully manages own projects through
strong organization, detailed work plans, and balancing of multiple
priorities.
• Communication and Customer Service Skills: Communicates clearly and
compellingly with diverse stakeholders in both oral and written forms;
anticipates and responds to customer needs in a high-quality and courteous
manner.
 
Below is the criteria listed on the OSSE website. More information can be
obtained at:http://osse.dc.gov/service/school-support-personnel-licensure.
 
*1659 SCHOOL PSYCHOLOGIST*
 
1659.1 For certification as a school psychologist, the following shall
be required:
 
(a) A master's degree in school, psychology, educational, or
clinical psychology from an accredited institution to include forty-two
(42) semester hours of graduate level coursework *and* five hundred (500)
clock hours of satisfactory field experience in a school setting under the
supervision of a certified school psychologist;
 
(b) Fifteen (15) semester hours to include the following:
 
(1) Introduction to school psychology;
 
(2) Child adolescent psychology or developmental psychology;
 
(3) Psychology of abnormal behavior/psychopathy of childhood and
adolescence (mental hygiene);
 
(4) Statistics; tests and measurements, evaluation; or research
methods; and
 
(5) Seminar in school psychology;
 
(c) Six (6) semester hours from among the following:
 
(1) Neurology or neuropsychology and brain behavior;
 
(2) Biological basis of behavior;
 
(3) Theories of learning; or
 
(4) Theories of personality;
 
(d) Nine (9) semester hours from the following:
 
(1) History and systems of psychology;
 
(2) Psychology of the exceptional child;
 
(3) Socio-cultural education;
 
(4) Survey of problems and issues in special education; or
 
(5) Public school law; urban issues; legal and ethical issues;
 
(e) Six (6) semester hours to include the following:
 
(1) Individual assessment of cognitive abilities; and
 
(2) Behavioral assessment (behavioral checklist, classroom
observation techniques); and
 
(f) Six (6) semester hours from the following:
 
(1) Evaluation and diagnosis of exceptional children;
 
(2) Diagnosis and remedial techniques in arithmetic;
 
(3) The learning disabled child/learning disabilities; or
 
(4) Personality assessment.
 
SOURCE: Final Rulemaking published at 28 DCR 3201 (July 17, 1981); as
amended by Final Rulemaking published at 33 DCR 6542 (October 24, 1986);
and by Final Rulemaking published at 40 DCR 6893, 6938-39 (October 1, 1993).
Terrell Garrett <tgarrett88@gmail.com>: Sep 05 11:27AM -0400

Interested in serving as a Mentor or Tutor at Anacostia High School? Take
advantage of this opportunity to serve with investED enrichment services
today! InvestED is a mentorship program, serving at-risk youth males in
grades 9-12. We aim to equip these boys with life skills, teaching them how
to be self-sufficient and ultimately preparing them to be successful in the
real world. More information about our program can be found at
Invested4life.org <http://www.invested4life.org/>
 
 
Please take advantage of this opportunity to pay it forward. *We are
looking for mentors and tutors immediately! Please note that we are able to
provide documentation showing proof of community service hours served.* For
more information, please contact us at *ContactUs@investED4Life.org
<ContactUs@investED4Life.org>.*
 
 
*Mentors Commitment*
 
 
- *What:* Work with a group of 9th -12th grade males, utilizing the
lessons plans provided by InvestED that instill our core pillars of
Academics, Social Responsibility, Personal Maintenance, Health Awareness,
and Financial Responsibility
 
 
- *When:* Two nights a week from 3:15-5:30pm at Anacostia High School in
Washington, D.C. – Mondays & Wednesdays
 
 
- Previous experience in this type of work is not required. All we ask
for is your time. The impact that you'll make in these young men's lives
via relationship development will benefit them more than you can imagine.
Please take this commitment serious.
 
 
Flyer & application are attached. If interested please send completed
application to *ContactUs@investED4Life.org <ContactUs@investED4Life.org>.*
 
 
 
--
Terrell J. Garrett, M.A.
(215) 806-9593
Sophia James <sjames80s@gmail.com>: Sep 05 01:34PM -0400

---------- Forwarded message ----------
From: Todd Marks <todd.marks@mindgrub.com>
Date: Thu, Sep 4, 2014 at 1:42 PM
Subject: [NYEdTech] Education Technology Innovation Summit (ETIS14)
 
 
All,
 
I am excited to let you know the Education Technology Innovation Summit
<http://www.etisummit.com/> (ETIS14) is coming back for a 2nd year!
 
To give you a little refresher, ETIS is a one day summit that provides
opportunities for EdTech professionals and educators to share education
strategies, and explore the innovative ways technology is reshaping the
traditional and digital classroom. The theme for ETIS14 is *"EdTech in Real
Life"* and will be held on *Thursday, September 25, 2014* in Baltimore,
Maryland. ETIS is hosted by my company, Mindgrub Technologies.
 
*Why Baltimore?* Because Baltimore is making a lot of strides in EdTech and
we got a really cool space at a Country Club not far from the BWI Airport
and Train Station. Hope to see you there!!!
 
 
Best,
 
-t.
 
--
_________________________
 
* Todd Marks*
President & CEO
 
Technology Innovation Agency
 
www.mindgrub.com
Office: 410.988.2444
Fax: 443.638.0294
_________________________
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