Position will only be part of JHU SOE through June 2018.
Position continuation is dependent upon external funding.
The Diplomas Now model was developed in response to research findings identifying the early warning indicators of eventual high school dropouts along with more than 65 years of combined experience working in and with low-performing, under resourced schools. This unique partnership model unites three organizations – Johns Hopkins Talent Development Secondary, City Year, and Communities In Schools (CIS) - which all have proven track records of improving school success and student achievement, to create an innovative secondary school partnership focused on meeting the holistic needs of all students in grades 6 through 12.
Talent Development Secondary provides comprehensive, on-site support focused on building a strong and safe school environment, creating and refining effective professional learning communities, and ensuring effective teaching and learning in every classroom. Talent Development also helps create and manage an Early Warning Indicator data tool and multi-tiered student support process. City Year places diverse teams of 8 to 20 talented, young adults in Diplomas Now partner schools to provide school-wide and targeted supports, which include attendance and behavior monitoring and coaching, tutoring, mentoring, homework support, and extended day activities. Communities in Schools (CIS) provides an on-site coordinator to provide school-wide prevention and climate support as well as case-management and high intensity supports for the most challenged students in order to address the underlying issues hindering their success. The School-Based Transformation Facilitator is responsible for leading the successful implementation of the Talent Development Secondary/Diplomas Now model approach to improved student and school performance. The School-Based Transformation Facilitator is responsible for effective staff leadership and organizational, instructional, and curricular changes within the school that result in an improved climate and culture. The facilitator is the primary liaison between Johns Hopkins University, the leadership, and staff of the school, and the other Diplomas Now partner organizations. The facilitator is responsible for coordinating activities, services, and support to the school, teachers, and students, including use of the Early Warning Indicators (EWI) system to identify, develop, and implement appropriate student interventions.
Specific duties & responsibilities:
Facilitates the school's successful implementation of all phases of the Talent Development Secondary model as part of the Diplomas Now initiative.
Coordinates the work of the school's Diplomas Now team
Serves on the school leadership team.
Identifies roadblocks to successful implementation and strategize solutions.
Supports successful implementation of school-wide attendance and behavior programs. Assesses professional development needs and plan, design and deliver on-going professional development responsive to identified needs.
Facilitates the development of communication, decision-making, and problem solving strategies that emphasize distributed leadership at the teacher team level.
Provides professional development and job-embedded supports for multidisciplinary teacher teams responsible for implementing strategies, incentives, and interventions regarding student attendance behavior and course performance.
Facilitates each teacher team's implementation of a coordinated, coherent climate and culture plan that includes consistent expectations, incentives, and team building activities
Engages in job-embedded professional development with teachers —including co-planning, co-facilitating, and debriefing of team meetings.
Offers awareness sessions for teachers, and encourage staff participation in grade group meetings and use of the EWI system.
Establishes and facilitates team meetings dedicated to identifying students exhibiting one or more EWIs, identifying appropriate interventions, and revisiting these students at subsequent meetings.
Identifies additional professional development (PD) needs through the meetings with the staff, the students, their families, and the collaborative.
Establishes, co-plans, and leads semi-monthly collaborative meetings to ensure ongoing communication and coordination of efforts in DN or other site-based partnerships.
Provides regular accessibility to EWI data (user-friendly form) and other outcome measures, to teachers, collaborating partners, and other stakeholders.
Establishes and maintains a system for receiving feedback and collecting data related to the delivery of Talent Development Secondary and Diplomas Now components.
Develops and distribute program reports to school leadership, teacher teams and partners.
Prepares and distributes quarterly data collection surveys for TD Secondary.
Assists with evaluation activities and data-analyses.
Coordinates the administration of TDS Climate and Instructional Surveys. Collaborates with instructional coaches to ensure that CTBS and GMRT are administered at the beginning, middle, and end of the school year.
Facilitates planning and enhancement of Career Academies Provides support for Freshman Seminar teachers and/or College Summit coach (stipend teacher) as well as school administrator(s)
Takes the lead in planning/preparation of TDS events, activities (Report Card Conferences, back to school night, celebratory assemblies, poetry nights, etc.
Serves as a liaison between TDS, local education agency/foundation, the School/District and partners such as community organizations, City Year, Community In Schools, Teachers' Union, business partners, etc.
Coordinates the development and regular updating of the school's transformation plan Works with Regional Director or Field Manager to coordinate logistics that include ordering of materials, Technical Assistance and professional development dates, summer professional activities, TDS National Conference and Coaches' Institute
Assists Regional Directors and Field Managers with ongoing interface with school and district administration regarding implementation of TDS model
Participates in on-going personal professional growth activities. Maintains awareness of school reform practices and organizational change (current, prominent information.
Communicates regularly with TDS Field Managers, Regional Directors and others to monitor progress and discuss implementation support strategies.
Makes decisions with limited supervision to support goals of assigned school and Talent
Development Secondary on a regular basis.
Minimum qualifications (mandatory):
Bachelor's degree in a related field required.
Minimum 3 years directly related experience teaching in transformation/turnaround or persistently low-performing context. Experience with school and district data systems a plus.
Master's degree and secondary teacher or administrative certification preferred.
Special knowledge, skills, and abilities:
Candidates must have experience with Microsoft Excel and Access. Candidate must possess excellent interpersonal, public speaking, writing, organization, problem-solving, and management skills. Successful candidates will possess the ability to work collaboratively, demonstrate professional presence, and establish and maintain effective working relationships with diverse staff and clientele.
Role/Level/Range: ACRP 4 MD
Salary Range (Annualized): $80,000.00
Employee group: Full time
Employee subgroup (FLSA Status): Exempt
Schedule (hours/days): Monday through Friday
Department name: CSOS/TDS
School: School of Education
The successful candidate(s) for this position will be subject to a pre-employment background check.
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