School support specialist

Full job description

EVSC is committed to its vision and mission to empower our students to thrive in life as we prepare every student to excel in our global society through world-class learning experiences.

SALARY

Salary will be commensurate with the level of education and experience of the recommended candidate.

190 days

$5,000 Stipend

BENEFITS

We continually strive to offer a high-quality, comprehensive benefits package to our employees.

Insurance:
This position is eligible for medical, dental and vision insurance coverage on the employee, spouse, and eligible dependents. The employee's insurance will be effective on the first of month following the hire date. The EVSC also offers employees an opportunity for life insurance and long term disability coverage.
Click here for more information on: EVSC's Market Place Health Insurance Plan Options



Retirement:
As a contract teacher, this position will automatically be enrolled in the Teacher Retirement Fund (TRF) through the state of Indiana, which includes a defined benefit (Pension) as well as an Annuity Savings Account (ASA). In addition, this position is eligible to enroll in a 401(a) retirement investment plan, a 403(b) Match Program, and a tax-free post-retirement medical expense account (VEBA).



Additional Benefits:
Employees enrolled in an EVSC medical insurance plan are eligible to use our Health & Wellness Centers conveniently located within the community. These are no-cost health clinics that provide primary care treatment, generic prescription medications (at no cost), physicals, health screenings, and labs. Accumulated sick leave days and personal business days will be provided under this position as well. Additionally, EVSC employees have access to EVSC Wee Care, our employee-only early learning centers. Wee Care provides a quality early learning experience for children as young as six weeks through age five.

SUMMARY:

The EVSC seeks exceptional individuals who have demonstrated capacity to be a critical leadership change agent to serve as a part of a dynamic district-based support team.

This specialist will possess the essential skills and competencies necessary to develop, support and implement systems to drive decision making as well as to advance instruction by providing job-embedded and ongoing professional development for teachers, coaches, staff, and administration to improve student achievement. Ideal candidates will be student centered, collaborative, and have the skills necessary to be a catalyst for change as an integral part of a high performing leadership team, under the direction of Director(s) of School Support. School Support Specialist positions may be grant funded and may vary from year to year.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Strong teacher and leader, with a history of results, able to analyze instruction and help others improve their practice.
• The ability to balance the demands of an instructional leader with the management of the school improvement process.
• Deep understanding of the relationships among content area knowledge, pedagogy, professional learning, and school improvement.
• Experience working effectively with diverse populations, building strong relationships with and prioritizing the needs of all students
• Creates an environment of trust and respect through all interactions with staff to support growth oriented professional relationships.
• Uses data and other evidence to make decisions about research-based best practices and high-yield instructional strategies.
• Build school level capacity to use data to drive decision making and differentiate instructional strategies.
• Develop and implement robust performance monitoring strategies including data collection tools and processes through which data is analyzed and disseminated to schools.
• Provide as needed technical assistance and professional development support.
• Analyze information and organize thinking to solve problems and make decisions that are aligned with strategic goals
• Effective and articulate verbal and written communication skills
• Able to lead and model advanced instructional and administrative 21st Century technology skills; demonstrates ability to serve as a technology accelerator
• Primary support is to Title I served schools by providing additional technical support to Title I Schools to improve teacher effectiveness and increase student achievement.
• Provides supplemental resources and additional capacity for Title I Schools.
• Assists in the writing, execution and management of grants including data collection and analysis.
• Directly supports Title I School staff with development, management and execution of school improvements plans.

Successful candidates must possess the following traits:

• Student Focused – Experience working effectively with diverse population to build relationships and increase achievement.
• Teacher Leader – Strong instructional practitioner, with a history of results, able to analyze student needs, and help others improve their practice through collaborative relationships, feedback, and modeling.
• Adult Learning – An understanding of how to facilitate growth in adults.
• Evidence-based and data driven – Uses data and other evidence to make decisions about research based practices, high-yield strategies and student data that illustrates the ability to increase student achievement through utilizing specific instructional interventions.
• Instructional Specialist – Deep understanding of the relationships among content area knowledge, pedagogy, professional learning, and school improvement.
• People - oriented – Establish positive and productive relationships through collaboration with administrators, teachers, students, and families.
• Critical thinker and decision maker – Analyze information to solve problems and make decisions that are aligned with strategic goals.
• Communication – effective and articulate verbal and written communication skills
• Technical Ability – Model digital-age work and learning through effective use of current and emerging digital tools
• 21 st Century Skills – Infuses learning experiences for students and adults with opportunities for communication, collaboration, problem-solving, critical thinking and creativity.

JOB SPECIFIC SKILLS AND ABILITIES:

• Ability to apply knowledge of current research and theory to the instructional program.
• Ability to establish and maintain effective relationships with students, staff, and parents through oral and written communication.
• Ability to perform duties with awareness of all corporation, state, and federal requirements.

SUPERVISORY RESPONSIBILITIES:

None

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

Bachelor’s degree in Education required.

CERTIFICATES, LICENSES, REGISTRATIONS :

Valid Indiana teachers’ license required.

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations.
• Ability to write reports and general correspondence.
• Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public.
• Ability always to communicate using correct grammar.

MATHEMATICAL SKILLS:

• Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables.
• Ability to use available information and develop realistic long-term and short-term plans for curricular goals

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear,(corrected or uncorrected) and, sometimes, to sit.
• Occasionally required to climb, stoop, kneel, crouch, or crawl.
• Must occasionally lift and/or move up to 50 pounds.
• Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.
• Must frequently bend, reach above the head, as well as forward, and use fine motor skills.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level will vary depending on the daily activity.
• It, at times, is very quiet in the classroom but often, as in the cafeteria and/or school assemblies, is moderate to very loud.
• The employee must often meet deadlines and must report to class and/or duty assignments on time.
• The work environment includes inside and outside areas.
• The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollen, and trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
• The employee may be exposed to CRT’s.

Americans with Disabilities Act (ADA)-

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY

It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).

ADDITIONAL POSTING INFORMATION SPECIFIC TO JOB

QUESTIONS REGARDING THIS OPPORTUNITY?
If you have any questions, please e-mail Lindsey Kempf at or Linda Burk at . You will receive a response within 24-48 hours.

It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9-1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).

Questions concerning compliance with these laws should be directed to the Assistant Superintendent of Human Resources and Business Affairs, Evansville Vanderburgh School Corporation, 951 Walnut Street, Evansville, IN 47713, phone number 435-8508.

The interview committee will give preference to candidates who, through the interview process, past experience, and references have demonstrated the ability to interact with students, staff, and the community.

Evansville Vanderburgh School Corporation is an equal opportunity employer. Individuals with disabilities, including disabled veterans and veterans with service-connected disabilities, are encouraged to apply.