Education & Experience:
Bachelors degree and two or more years of relevant experience or combination of education, training, and relevant experience. Qualitative research experience. Program administration experience may be required. Desired: At least 5 years of experience as a teacher and/or instructional leader in ELA/literacy.
Knowledge, Skills and Abilities:
Proficiency and experience with MS Office (Word, Excel, PPT).
Experience in developing curriculum and implementing ELA/literacy performance-based assessments and/or curriculum resources.
Experience leading/facilitating school-based professional development in ELA/literacy with other practitioners (can be within a school-based professional learning community).
Demonstrated writing and editing ability and ability to write and speak in clear and accessible language. Ability to work alone and collaboratively and to meet deadlines.
Experience with program management and ability to meet complex deliverables with tight deadlines. Strong public speaking and communication skills.
Strong interpersonal skills (working with other project staff, clients, vendors).
Organization and work flow management skills, including ability to multi-task and manage multiple deadlines
A self-starter with initiative and good time-management skills
Preference will be given to applicants with previous experience with ELA/literacy performance assessments, ELA curriculum development, and ELA/literacy teaching experience, as well as a BA or advanced degree in English language arts or another humanities field).
Experience as a professional developer/facilitator in educational settings.
Experience orienting/guiding teachers completing performance assessment and/or providing leadership/guidance to school faculty/colleagues in implementing a performance assessment (with special emphasis on design and development focusing on portfolio project based assessments).
Experience teaching students who are English learners and/or students with disabilities, and understanding of language development issues, challenges, and strategies.
Experience training scorers for evaluating student work from performance assessments.
Experience managing complex projects.
Background and/or interest in performance assessment use at the K-12 and/or higher education levels.
May work extended hours, evenings or weekends.
Ability to travel domestically 1-2 times monthly (clustered within contract phases) during active periods of projects (on average 25% of working time).
Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu.
This position does not offer relocation or sponsorship.
Final offers of employment are contingent upon successful completion of national criminal background check, national sex offender registry search and, where applicable, driving record.
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.