Plans, manages, and coordinates the multifaceted program activities and personnel for the equity and student conduct team; exercises leadership to design, create, implement, assess revise or adapt culturally sensitive strategies and activities to reduce violations of the Division's student conduct expectations and to improve the quality and effectiveness of violation interventions; coordinates data analysis projects for office and shares with wider audiences; coordinates the annual revisions of ... more details
Plans, manages, and coordinates the multifaceted program activities and personnel for the equity and student conduct team; exercises leadership to design, create, implement, assess revise or adapt culturally sensitive strategies and activities to reduce violations of the Division's student conduct expectations and to improve the quality and effectiveness of violation interventions; coordinates data analysis projects for office and shares with wider audiences; coordinates the annual revisions of the Student Rights & Responsibilities (SR&R); provides guidance to principals on implementation of the SR&R; develops and implements professional development for staff to increase capacity to reduce and address behavior concerns.
Required
Master's degree or other advanced degree in education, counseling, psychology, social work, business, law, or other related field.
Six (6) years of progressively more responsible teaching, school counseling, supervisory, or administrative experience in education.
Postgraduate educational license with endorsement(s) designated as appropriate to the assignment.
Knowledge of a public education organization.
Familiarity with applicable regulations, legislations, and policies.
Knowledge of research and best practices for eliminating disproportionality in school discipline outcomes.
Knowledge of integration of positive behavior approaches and restorative justice practices into MTSS that simultaneously builds academic, behavioral, and mental wellness support.
Understanding of role and responsibilities of school-based administrators to guide practical recommendations for systemwide implementation.
Knowledge of the impact of trauma and its relationship to behavior concerns.
Ability to effectively lead teams in multiple projects.
Ability to establish and maintain positive relationships with school staff, families, and the community.
Adaptability to changing needs.
Proficiency in the use of technology and data compilation, analysis, and reporting.
Ability to facilitate meetings and/or present information to groups.
Ability to communicate effectively, both orally and in writing.
Preferred
Administration and supervision PreK-12 endorsement.
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