20/21 SY- Assistant Principal of Student Support Services (Special Education) (LWL)

20/21 SY- Assistant Principal of Student Support Services (Special Education) (LWL)

REPORTS TO: Site Principal & Director of Special Education and Student Support Services Position SummaryEducation for Change is looking for dynamic and visionary instructional leaders who will engage students, staff, and families to ensure high student achievement. The assistant principal of student support services collaborates closely with the principal and the Student Support Services department in communicating and supporting the mission of Education for Change, maintaining the focus on high student achievement for all students, creating a collaborative, results-oriented professional learning community, analyzing and responding to data, supporting teachers in their growth, and evaluating and responding to the effectiveness of interventions and instructional practices. S/he engages community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. S/he will know how to successfully work in an urban elementary school with a high English Learner and low-income population. About Education for Change Public SchoolsFounded in 2005, Education for Change (EFC) is a charter management organization that was created as a partnership between Oakland Unified School District and the education reform community in order to leverage the flexibilities in charter law to facilitate greater innovation and to address the underperformance of our most vulnerable student populations. EFC is Oakland’s largest charter operator, serving over 3,000 students in the Fruitvale and Elmhurst neighborhoods of East Oakland. Five of seven of our schools were formerly OUSD schools that converted to EFC to leverage the flexibility and agility provided by charter law for greater outcomes for our students. Responsibilities: Student Support Services- Special Education and Multi-Tiered System of Supports·       Serve as Student Support Services Coordinator, acting as liaison between student support services staff and school site leadership. Represent student support staff and act as a voice for students with diverse learning needs. Advocate for student support services staff needs. Involve student support staff in decision making appropriate to the situation including school site planning, committees, etc.·       Lead the Coordination of Services Team (COST) to oversee referral of students requiring support (academic, speech/language, and social emotional/behavioral), timely implementation of interventions, the progress monitoring of students receiving interventions, and the evaluation of intervention effectiveness.·       Maintain current systems and assist in designing, coordinating and monitoring implementation of research-based interventions aligned to a multi-tiered intervention framework. Facilitate effective integration of educational, clinical, and behavioral program components.·       Collaborate with principal and home office student support services leadership to lead, manage, and evaluate effectiveness of special education program and use data as the driver for PD, teacher support, and programmatic shifts.·       Lead the Learning Lab Team:·       Provide direction, coaching and support for education specialists, speech and language pathologists, clinicians, paraeducators, and other service providers.·       Develop agendas and facilitate weekly Learning Lab team meetings.·       Create Learning Lab procedures and resources.·       Collaborate with Learning Lab Team to coordinate special education services:·       Support with scheduling of services, ensure schedules meet required minutes;·       Ensure all service providers have rooms to serve students;·       Coordinate space/time for collaboration between various service providers.·       Ensure appropriate testing accommodations for all statewide testing, assessments related to IEPs, and teacher made assessments.·       Ensure parent engagement and understanding throughout the IEP process.·       Attend complex IEP meetings.·       Serve as Administrative Designee at IEP meetings as needed·       Case manage Section 504 plans.·       Other duties as assigned. Instructional Leadership·       Establish and maintain an instruction- and results-oriented professional learning community·       Analyze performance and observational data to determine professional development needs, including content and pedagogical knowledge, grade level needs, teacher coaching and support·       Monitor student performance data and effectiveness of instructional responses and interventions·       Provide concrete and actionable feedback for teachers to drive instructional improvement·       Work collaboratively with the Instructional Management team to identify professional development needs, develop and lead professional development·       Communicate a sense of urgency around student academic needs  Personnel Performance Management and Interpersonal Relations:·       Attract, recruit and select high performing staff members·       Evaluate personnel in an effective, timely manner·       Create support systems for staff improvement·       Create a culture where the staff works as a dedicated professional team·       Hold staff accountable for high-quality job performance·       Involve staff in decision making appropriate to the situation including school site planning, committees, etc. Site Management·       Participate in school site planning and implementation processes; ensure the site budget and the site plan are strategically developed to maximize human, financial, time, and programmatic resources to achieve optimal results.·       Follow all established EFC policies and procedures·       Work collaboratively with the Business Operations Manager to ensure that the school site is safe, clean and well maintained·       Ensure there is an effective, regular communication system with all staff Community Relations·       Skillfully and appropriately involve parents and the community in school activities·       Maintain good community relations and effective, regular communication with parents·       Foster and maintain positive working relationship with co-located EFC school and neighboring district schools·       Develop and execute strategy to attract and retain students and families at school site, with the goal of full enrollment with a waiting list·       Function as a collaborative team member·       Effectively collaborate with community partners and leverage community resources for organizational success·       Actively participate in key student events·       The assistant principal performs other related duties as assigned Required Qualifications:·       Minimum of 3 years teaching experience (or experience as a School Psychologist, School Counselor, or School Social Worker)·       Knowledge of curriculum and administrative practices·       Must possess a growth mindset and be able to use feedback to refine practice·       Successful experience working in a collaborative environment·       Experience working with diverse communities Desired Qualifications:·       Experience as a teacher leader, instructional coach, or site leader·       Spanish Bilingual·       Masters Degree·       Knowledge of the Common Core standards and instructional practices aligned to those standards·       Experience integrating technology as a teaching tool·       Strong data analysis skill·       Experience working with English Language Learners·       Experience coaching, mentoring or developing teachers·       Strong community building skills·       Outstanding communication and organization skills Compensation & Benefits$85K-$112K & 80-90% of Medical/Dental/Vision plan coverage. Participation in CalSTRS. Application ProcessApply online at http://efcps.org/careers/join-our-team/ EFC Core Values·       Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.·       Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.·       Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.·       Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.