IMMEDIATE SUPERVISOR Dean College of Education (COE) or Designee
MAJOR ADMINISTRATOR Dean College of Education
The primary job duty of the Disability Projects Coordinator is the management of the COE operation supporting schools and agencies serving children and youth with disabilities and their families. The Disability Projects Coordinator oversees the Demonstration-Recycling program, which provides demonstrations of assistive technology, basic training of assistive technology, basic repairs of assistive technology and Braille writers, and the recycling and distribution of repaired equipment. This position is also responsible for ordering assistive technology and the distribution and storage of all equipment. The Disability Projects Coordinator works with the Technology Consortia (ETC) to develop loan programs to get assistive technology into local schools and area agencies, makes recommendations to area schools and agencies on appropriate Assistive Technology (AT), and determines placement of assistive technology equipment. The Disability Projects Coordinator collaborates with other COE projects including the Blindness Skill Specialist project, and recruits participants for Teacher Preparation programs in visual impairment by developing websites and promotional materials and providing professional development for educators and families. The Disability Projects Coordinator collaborates with the Equal Opportunity and Assistive Technology staff to design and implement training programs on the use of assistive technologies by Missouri State University students and faculty, gathers project utilization information, and makes recommendations for improvement and enhancement of services for targeted populations and how resources are distributed to meet project goals.
MINIMUM ACCEPTABLE QUALIFICATION
Education: A Bachelor’s degree in Education, Early Childhood and Family Development, Consumer and Family Studies or a degree in a related human services discipline is required.
Experience: A minimum of two years of experience working in a federal, state, or private agency or program that supports children and youth with disabilities and their families is required.
Skills: An understanding of federal and state policies impacting the provision of services to individuals with disabilities is required. Effective oral and written communication skills are required. The ability to use Microsoft Office products and applications is required. The ability to demonstrate the use of assistive technology to increase the functional capabilities of individuals with disabilities is required. Effective organizational skills and follow through is required. An ability and willingness to work on more than one initiative at a time is required. An understanding of university and college operations is preferred.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Oversees the Demonstration-Recycling program by demonstrating and providing basic training in assistive technology, arranging for basic repairs of assistive technology and Braille writers, recycling and redistributing repaired equipment, and ordering, storing, and distributing assistive technology equipment.
2. Assures that appropriate assistive technology is available to individuals needing it by working with state agencies to develop loan projects designed to get assistive technology into area school districts and local agencies, providing information and making recommendations to area schools and local agencies about technology available from ETC, making placement decisions regarding assistive technology to schools and agencies, maintaining a database tracking use of devices, and evaluating data to enhance the project effectiveness.
3. Helps to provide a seamless system of support for families with visually impaired children by planning, developing, and delivering workshops and inservice to families about assistive technology and coordinating Institute for School Improvement (ISI)/COE projects with other state and local agencies serving this population.
4. Works collaboratively with the Equal Employment Officer, Disability Support Services, the Learning Diagnostic Center (LDC), and other offices and projects on campus to support students and faculty by promoting the appropriate use of assistive technology and designing and implementing training programs on the use of assistive technology.
5. Assists faculty in the School of Teacher Education with planning and implementing the multi-state teacher preparation program in visual impairment by recruiting participants through the development of web sites and promotional material, working as part of a grant-writing team to secure funding, and providing other support and assistance as directed.
6. Remains competent and current on changes in policies, program matters, and advances in assistive technologies through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed by the Dean or designee.
7. Helps to ensure the overall success of COE and ISI projects and programs by performing all other duties as assigned.
The Disability Projects Coordinator is supervised by the Dean of the College of Education or designee.
OFFICE OF HUMAN RESOURCES
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 2 - 400 Points: Work involves services including collecting, processing, and disseminating information and providing advice to others. Work activities may be complex and likely affect the accuracy, reliability, or acceptability of further processes or services to the extent that others rely on the advice given in order to make decisions. Work activities typically affect the efficiency of the department but have relatively minor effects on operations within the cost center. Individuals in jobs at this level are often responsible for actively documenting, monitoring, and controlling expenditures. Incumbents may recommend minor expenditures, but have no substantive authority over budgets.