SHERWOOD SCHOOL DISTRICT 88J JOB DESCRIPTION

Transcription

1 SHERWOOD SCHOOL DISTRICT 88J JOB DESCRIPTION TITLE: Director of Curriculum, Instruction, and Technology REPORTS TO: Assistant Superintendent The Director of Curriculum, Instruction, and Technology leads staff in the use and integration of technology with teaching, learning, and assessment. The Director will lead the technology department and supervise technology staff. As a key member of the Teaching and Learning Department, the Director of Curriculum, Instruction, and Technology functions as an instructional leader within the district, pursuing the goals of the District s strategic plan, facilitating staff professional development, coaching staff in areas of instruction, learning, and assessment, and leading and supporting teaching and learning initiatives. In addition, this position is responsible for assisting in the creation of technology learning opportunities for all staff, as well as ensuring that integrated technology is used in pedagogically sound ways. This leader is tasked with creating a shared vision that integrates instruction and technology for the District and for developing the capacity of staff to implement that vision as well as overseeing the creation of the infrastructure and systems needed to achieve that vision. The Director of Curriculum, Instruction, and Technology is, first and foremost, an instructional leader in our district, preferably with a strong background and experiences related to technology and the integration of technology in the classroom. QUALIFICATIONS A minimum of a master s degree in education An Oregon Administrator s license or the ability to obtain one within twenty-four months. A minimum of five successful years in licensed educational roles, including two years as an administrator, TOSA or equivalent role. Experience with the following: Demonstrated leadership in the areas of curriculum, instruction, assessment, and technology. Google Apps for Education as both an instructional tool and a productivity tool. The ability to supervise the installation, maintenance, and utilization of technology hardware and software. Experience creating web or mobile content (e.g. apps, websites, wikis, etc.)

2 Commitment to customer service excellence. Excellent verbal and written communication skills. Resourcefulness and flexibility while working in a fast-paced, rapidly changing environment. Ability to do the following: Maintain confidentiality and exercise tact, diplomacy, and independent judgement, Maintain and update skill set, Maintain certifications and licenses appropriate to position responsibilities, Understand and follow verbal and written communication, Prioritize tasks and duties to meet organization needs, Work with minimal supervision while performing job responsibilities, Coordinate services with sensitivity to the needs of the instructional/educational environment and calendar, Effectively and positively work and communicate with people from diverse cultures and backgrounds, Drive between District buildings and locations as needed. ESSENTIAL RESPONSIBILITIES Pursue the achievement of the District s strategic plan. Coach and support staff in research-based instruction, learning, and assessment practices, including the integration of instructional technology. Lead major initiatives in the District related to curriculum, instruction, and assessment. Develop instructional technology training curriculum focused on pedagogically sound practices with the goal of increasing the competency of all staff in the use of technology to improve professional performance and practice. Positively contribute to the overall effectiveness of the Teaching and Learning Department by leading and supporting Teaching and Learning Department initiatives. Identify, research, test, and implement innovative integrated technology approaches and tools. Advocate for technology needs and liaise with the Board of Directors and District leadership teams. Track and analyze data related to Teaching and Learning initiatives, instructional technology, and associated staff and student performance.

3 Participate in and contribute to District leadership teams such as Administrator Council and the District Leadership Team. Recommend information technology strategies, policies, and procedures by evaluating organizational goals and outcomes; identifying problems; evaluating trends; anticipating requirements Accomplish financial objectives by forecasting requirements; preparing an annual budget; scheduling expenditures; analyzing variances; initiating corrective action. Maintain professional knowledge by attending educational workshops; reviewing professional publications; establishing personal networks; benchmarking state-of-the-art practices; participating in professional organizations. Supervise technology staff by communicating job expectations; planning, monitoring, and appraising job results; coaching, counseling, and disciplining employees; initiating, coordinating, and enforcing systems, policies, and procedures. Support technology team projects and systems, including providing basic Help Desk telephone support. Compose, edit, and prepare technical and complex documents, correspondence, special reports, and material of a confidential nature. Cultivate and model a respectful and customer-service focused working and learning environment. This job description is not intended to be and should not be construed as an inclusive list of all the responsibilities, skills, or working conditions associated with the position. While it is intended to accurately reflect the position s activities and requirements, the administration reserves the right to modify, add or remove duties as necessary that still reflect the essential functions of the department. WORKPLACE EPECTATIONS Cultivate and model a respectful working and learning environment. Work effectively with and respond to people from diverse cultures and backgrounds. Demonstrate professionalism and appropriate judgement in behavior and speech, and dress in a neat, clean, and appropriate manner for the assignment and work setting. Regular and punctual attendance. Confer regularly with immediate supervisor. Follow all district policies, work procedures, and reasonable requests by proper

4 authority. Maintain the integrity of confidential information relating to a student, family, colleague or district patron as required by FERPA and other State and Federal statutes. EVALUATION Performance of this job will be evaluated in accordance with district policies.

5 ADA REQUIREMENTS FOR ESSENTIAL RESPONSIBILITIES: Physical Activities and Requirements, Visual Acuity, and Working Conditions of this Position R Rarely (Less than 6% of workday) O Occasionally (6% 31% of workday) NA Not Applicable F Frequently (31% 69% of workday) C Continually (69% 100% of workday) Physical Activities: NA R O F C Climbing: Ascending or descending ladders, stairs, scaffolding, ramps, poles, etc., using feet and legs and/or hands and arms. Body agility is emphasized. This factor is important if the amount and kind of climbing required exceeds that required for ordinary locomotion. Balancing: Maintaining body equilibrium to prevent falling when walking, standing, or crouching on narrow, slippery, or erratically moving surfaces. This factor is important if the amount and kind of balancing exceeds that needed for ordinary locomotion and maintenance of body equilibrium. Stooping: Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full use of the lower extremities and back muscles. Kneeling: Bending legs at knee to come to a rest on knee or knee(s). Crouching: Bending the body downward and forward by bending leg and spine. Crawling: Moving about on hands and knees or hands and feet. Twisting: Moving body from the waist using a turning motion. Reaching: Extending hand(s) and arm(s) in any direction. Sitting: Resting with the body supported by the buttocks or thighs. Standing: Remaining upright on feet, particularly for sustained periods of time. Walking: Moving about on foot to accomplish tasks, particularly for long distances or moving from one worksite to another. Pushing: Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Maximum weight: 40 lbs. Pulling: Using upper extremities to exert force in order to draw, drag, haul or tug objects in a sustained motion. Maximum weight: 40 lbs. Lifting: Raising objects from a lower to higher position or moving objects horizontally from position-to-position requiring use of the upper extremities and back muscles. Maximum weight: 40 lbs. Fingering: Picking, pinching, typing or otherwise working, primarily with fingers rather than with whole hand or arm as in handling. Grasping: Applying pressure to an object with the fingers and palm.

6 Feeling: Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips. Talking: Expressing or exchanging ideas by means of the spoken word; those activities where detailed or important spoken instructions must be conveyed to other workers accurately, loudly, or quickly. Hearing: Perceiving the nature of sounds at normal speaking levels with or without correction, and having the ability to receive detailed information through oral communication, and making fine discriminations in sound. Repetitive Motions: Making substantial movements (motions) of the wrists, hands, and/or fingers.