TITLE Professional Learning Community Project Coordinator
CLASSIFICATION NUMBER 1836
IMMEDIATE SUPERVISOR Director, Southwest Regional Professional Development Center (SWRPDC)
MAJOR ADMINISTRATOR Dean, College of Education
The Professional Learning Communities Project Coordinator for the SWRPDC is responsible for providing ongoing professional development regarding the Professional Learning Communities Program to school districts/buildings, teachers, administrators, and universities. The Professional Learning Communities Project Coordinator provides technical assistance, educational materials, and training to those schools and districts participating in the Professional Learning Communities Program and coordinates schedules within the schools participating in the project and coordinates training site logistics. The Professional Learning Communities Project Coordinator is responsible for fulfilling state reporting and implementation requirements for the Professional Learning Communities Project and participates in all required state-wide school improvement initiatives and SWRPDC staff meetings. The Professional Learning Communities Project Coordinator works collaboratively with the SWRPDC and Missouri State University faculty and staff in efforts relating to the Professional Learning Communities Program.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master's degree in the field of Education from an accredited four-year college or University is required.
Experience: At least five years of teaching or public school administrative experience is required. A minimum of two years of experience working in a Professional Learning Communities school and/or participation in Professional Learning Communities leadership training and/or experience as a Professional Learning Communities trainer is required.
Skills: The ability to develop training materials and gather and report research data and program evaluation projects is required. An understanding of the Professional Learning Communities model for school improvement, national and state reform and restructuring efforts, and current research related to school leadership and school change is required. Knowledge and understanding of current research-based instructional and assessment practices and methodologies is required. Presentation experience with adult audiences both small and large is required. The ability to express complex ideas clearly and concisely in writing, as well as the ability to speak effectively to large and small groups is required including the ability to utilize training methods that will actively engage adult learners.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Supports the Missouri Professional Learning Communities program by planning and executing training for participating Professional Learning Communities schools assigned to the Center, planning and executing statewide training for Professional Learning Communities schools, and developing materials for training, information, and evaluation purposes.
2. Provides direct services to Professional Learning Communities school leadership teams and staff by making on-site visits and telephone calls on a regular basis.
3. Helps to expand the Professional Learning Communities program by recruiting new Professional Learning Communities schools and promoting the expansion of the project statewide by conducting workshops on Professional Learning Communities.
4. Documents Professional Learning Communities activities, prepares program reports, and attends meetings at the state and SWRPDC.
5. Conducts evaluations of participating Professional Learning Communities schools by collecting and analyzing performance data.
6. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as required by the Professional Learning Communities state program coordinator and SWRPDC director.
The Professional Learning Communities Project Coordinator is supervised by the Director, SWRPDC.
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 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.
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 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.