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Undisclosed

Job Location : , USA

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Job Description :
Position Overview

The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:

  • Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
  • Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
  • Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
  • Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
  • Engage Families: Deepen partnerships with families and community.

The mission of the Office of Teaching and Learning (OTL) is to deliver high-quality instructional resources, enhance classroom practice and scale effective programs to increase DCPS student achievement and prepare all students for success in college, career, and life.OTL spans four core competency areas:

  • Curriculum;
  • Professional learning;
  • Enrichments and interventions; and
  • Formative assessment.

Team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources and educator professional development.

The Language Acquisition Division (LAD) is focused on providing high quality data, information and analysis to assist schools in meeting the needs of English language learner (ELL) students in the District of Columbia Public Schools. LAD serves as the analytic hub for the district’s English language learners by providing data to support program implementation from the Central Office to the classroom. In addition, LAD assists schools with the initial screening for English language proficiency and supports schools with several reports throughout the year.

The Coordinator, Welcome Center is responsible for the implementation and continued revision of the Welcome Center processes and protocols. The Coordinator will assist in the planning, development, and administration of the English language proficiency assessments of linguistically culturally diverse (LCD) students entering the District of Columbia Public Schools. This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.

The Coordinator, Welcome Center will report to the Manager, Welcome Center.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

  • Coordinates the administration and/or administers multiple assessments and conducts smaller projects within the Welcome Center.
  • Coordinates training for other staff on the administration of assessments.
  • Coordinates the operations and systems management for the LAD office, including the ELLevation database which ensures ongoing data collection, tracking, and analysis of ELL population for information and accountability reports.
  • Oversees ongoing data collection and assists to continuously update assessment results in the ELLevation database.
  • Assists in managing and facilitating written and other communications and interactions around assessments results with families.
  • Helps determine nature of potential obstacles to the assessment process and follows up with Welcome Center Manger and/or LAD Director until issue is resolved.
  • Builds relationships with various internal units to drive collaboration.
  • Interacts with and responds effectively to urgent requests from multiple internal and external DCPS stakeholders.
  • Consults and collaborates with Intake’s Interviewers through the assessment process.
  • Demonstrates sensitivity to linguistically and culturally diverse students and families.
  • Responsible for sharing and interpreting assessment results with LCD students and families and determines follow up needs.
  • Collaborates with local, regional, and state organizations to create opportunities to help families understand school academic standards, assessments, report cards, school/district policies, procedures, and other educational requirements .
  • Assists to create guidelines for schools that outline outreach strategies for LCD families who need additional support in understanding assessment and what they mean in DCPS.
  • Supports in designing and leading parent/family education training workshops and activities to diverse parent groups creating opportunities for parents who have limited English proficiency.
  • Provides ongoing support for parent engagement activities for Linguistically and Culturally Diverse students at schools.

Qualifications

  • Bachelor's degree and two to four years of related work experience.
  • Master's degree preferred.
  • Previous exposure to or experience in the education sector a plus.
  • Bilingual- Spanish.
  • Ability to demonstrate a high level of flexibility through the entire assessment process.
  • Previous project management experience working with a team to successfully establish the goals and deliverables of a project.
  • Ability to conduct multiple levels of language assessments for students ages 3-18.
DCPS Values
  • STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
  • COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
  • EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
  • EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
  • TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
  • JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
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