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Lead Facilitator - Early Warning System

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Details: Grand Rapids Public Schools is seeking qualified applicants for the following position(s): Lead Facilitator - Early Warning System Location: Franklin Campus Administration Building Additional Information: Employee Unit: Exempt Salary: $74,239 Earning Weeks: 52 Weeks Position Overview: The Early Warning System Coordinator (EWS Coordinator) provides leadership for the implementation of the Early Warning Systems model at partner schools. This includes coordination with district and school staff, formal training, meeting facilitation, partnership in leading school based initiatives and interventions and guidance needed to implement all components of the Early Warning Systems model at assigned sites. The EWS Coordinator will be supported by staff from Talent Development Secondary (TDS). Essential Job Functions: Essential functions, according to the Americans with Disabilities Act, may include any of the duties, knowledge and skills outlined in this job description. This list is illustrative only, and is not a comprehensive listing of all functions and duties performed by employees in this position. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to the following: Job Functions: - Maintain regular contact with GRPS leadership to ensure alignment with the EWS project and other district initiatives - Maintain regular contact with Johns Hopkins’ Talent Development Secondary (TDS) staff with the following: - Minimum bi-weekly contact to review status and identify next steps - Identify individuals and meetings where TDS staff should attend to coordinate EWS initiatives - Coordinate training and support for partner schools - Complete quarterly grant updates - Create and manage an implementation plan for school support, training, data analysis, and monitoring implementation milestones Direct School Supports: - Maintain regular contact with school leadership on progress and needed adjustments - Responsible for facilitating schools through awareness, planning and implementation phases of the model. - Participate in assessing needs, development of EWS team, and contribute to development of school EWS plans - Make training presentations to large and small groups of teachers and administrators. - Support quantitative and qualitative data collection and analysis. - Coordinate EWS model with other school and district initiatives - Identify roadblocks to successful implementation and strategize solutions which may include: modeling, training, troubleshooting and providing on-going coaching. - Provide support, training, guidance, and organization to ensure partner schools meet EWS implementation benchmarks and outcomes. - Offer awareness sessions for teachers, and encourage staff participation in grade level meetings and use of the EWS. - Ensure regular access and use of Attendance, Behavior, and Course Performance (ABC) data and other outcome measures, to teachers, collaborating partners, and other stakeholders. - Support monthly and quarterly review and analysis of ABC trends - Support development of school based system to track and monitor interventions - Support quarterly review of interventions and initiatives - Contribute to the development of school-based interventions, develop resource maps and assist with coordination of resources as needed. - Support implementation of school-wide preventative attendance and behavior programs. - Take the lead in planning/preparation of events and activities (Report Card Conferences, back to school night, celebratory assemblies, poetry nights, etc.) - Ensure school partners are involved in EWS implementation - Establish, facilitate, and train school staff to lead EWI team meetings dedicated to identifying students exhibiting one or more EWIs, identifying appropriate interventions, and revisiting these students at subsequent meetings. - Provide professional development and job-embedded supports for interdisciplinary teacher teams responsible for implementing strategies, incentives, and interventions regarding student attendance, behavior and course performance. - Responsible for participating in professional growth activities and other events. Responsible for on-going professional reading and current research regarding best practices. Participates and completes training modules in each cycle. - Other duties as assigned. Required Education and Experience: - Bachelors’ degree - 3 years’ teaching experience Preferred Education and Experience: - Masters’ degree and Administration Certification - Teaching experience in an urban district Additional Qualifications: - Experience in school transformation or improvement desired - Experience with school and district data systems. - Experience with Microsoft Excel. Microsoft Access or other statistics is a plus. - Excellent interpersonal, public speaking, writing, organization, problem-solving, and management skills. - Demonstrated ability to work collaboratively, - Demonstrated ability to establish and maintain effective working relationships with diverse staff and clientele. ADA REQUIREMENTS: The physical demands, work environment factors, and mental functions described below 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. PHYSICAL DEMANDS: While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, talk, and hear (in a quiet or noisy environment. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus. WORK ENVIRONMENT: The noise level in the work environment is usually moderate. MENTAL FUNCTIONS: While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing in the English language, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile and negotiate.

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The job posting above from Grand Rapids Public Schools may require certification levels, qualifications or eligibility requirements for being employed in the United States or the state of Michigan. DO NOT apply or send unsolicited resumes if you do not meet the requirements listed by Grand Rapids Public Schools in their postings.