2437 Director, Southwest Regional Professional Development Center
TITLE Director, Southwest Regional Professional Development Center
CLASSIFICATION NUMBER 2437
IMMEDIATE SUPERVISOR Head, Institute for School Improvement
MAJOR ADMINISTRATOR Dean, College of Education
The Director, Southwest Regional Professional Development Center (SWRPDC) is responsible for administering, supervising, and evaluating all activities supported by SWRPDC. The Director is responsible for the design, organization, implementation, and evaluation of current and future projects and support initiatives funded by the Missouri Department of Elementary and Secondary Education (DESE) and/or supported by SWRPDC grants and contracts.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master's degree in education is required. A doctorate in education is preferred.
Experience: At least five years of teaching experience in a PK-12 setting is required, and at least two years experience in an administrative position is required. A record of successful grant writing, budget development, and administrative oversight is required. Documented evidence of successful personnel management and knowledge of best practice of professional development is also required.
Skills: Effective oral and written communication, organizational, and interpersonal skills are required. An understanding of PK-12 educational settings is required; an understanding of university culture and governance structures is preferred. Knowledge of local, state, and national educational initiatives and the ability to communicate and demonstrate these to PK-12 teachers and administrators and university faculty and administrators is preferred.
Other: This position involves travel, evening and weekend work, and frequently requires lifting and transporting materials weighing up to 50 pounds.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Ensures the success of the University's commitment to the SWRPDC's mission of "developing, implementing, and evaluating professional development programs for educators that will lead to improved student learning" by supervising, evaluating, and nurturing the work of SWRPDC staff, mentoring staff regarding standard operating procedures, including university governance structures, and directly supervising all projects, programs, and other activities under the auspices of the SWRPDC.
2. Assures the sound financial operation of the SWRPDC by writing grants and contracts and teaching staff how to complete RFPs and other forms, such as PK-12 school forms, DESE forms, and university forms.
3. Facilitates collaboration in support of professional development activities by working cooperatively and in partnership with other professional development initiatives variously funded through local, state, federal, and private sources and by working with DESE Field Supervisors and others to coordinate school improvement through the Comprehensive School Improvement Plan (CSIP), and the Missouri School Improvement Program (MSIP), and team approaches to raising student achievement, i.e., "Success Teams".
4. Represents the SWRPDC and learns about potential professional development opportunities that may be implemented by the SWRPDC by attending DESE-sponsored meetings, conferences, workshops, and other activities.
5. Documents the SWRPDC's sphere of influence and the impact of professional development activities on educators and students by evaluating SWRPDC activities and preparing annual reports, newsletters, strategic plans, and other documents.
6. Sets an example as an instructional leader and professional educator while conducting meetings, presenting workshops, teaching classes, or performing other duties related to improving education for Missouri school children.
7. Conducts meetings of the SWRPDC Advisory Council and Executive Committee in collaboration with the Chairperson of each group. (Note: The Director, SWRPDC, is evaluated annually by the SWRPDC Executive Committee.)
The Director, SWRPDC is supervised by the Head, Institute for School Improvement and supervises professional and clerical staff.
OFFICE OF HUMAN RESOURCES REVISED NOVEMBER 2002
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 5 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.
Factor 2: Supervisory Responsibility
Level 6 - 1050 Points: General administration of a large unit or multiple units of employees where the nature of the managerial work involves providing general direction for other managerial personnel. Managers at this level have substantial responsibility for the operation of a functional unit, including responsibility for the budgeting process, budgetary and inventory control, purchasing and regulatory compliance, as well as administrative authority over staffing issues and disciplinary outcomes. General administrative work, rather than direct supervision of others, takes up rather large portions of work time.
Factor 3: Interactions with Others
Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.
Factor 4: Job Controls and Guidelines
Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.
Factor 5: Managerial Responsibility
Level 5 - 2350 Points: Work involves primary accountability for a larger department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University, influences internal or external operations, or impacts students, faculty, and/or staff. Work activities have a direct and significant impact on the department. Work activities also have a significant effect on the efficiency and reputation of the cost center and represent a relatively major function within the cost center. At this level would be jobs in which the incumbent may have responsibility for developing budgets, distributing budgeted funds, and exercising primary control over a moderately-sized budget.