1837 Professional Learning Community Resource Specialist
TITLE Professional Learning Community Resource Specialist
CLASSIFICATION NUMBER 1837
MAJOR ADMINISTRATOR Director, Southwest Regional Professional Development Center
The primary duty of the Professional Learning Community Resource Specialist is to assist in the planning and execution of training for Professional Learning Community schools which are assigned to the Center and statewide. The Professional Learning Community Resource Specialist assists in the development of materials for regional training, statewide training, information purposes, and evaluation. The Professional Learning Communities Resource Specialist provides on-site support and services to leadership team and staff of participating schools. The Professional Learning Community Resource Specialist assists in the recruitment of new Professional Learning Community schools, conducts workshops on the Professional Learning Community model for awareness and information purposes, and assists in the evaluation of schools in the Missouri Professional Learning Communities Project by collecting and analyzing performance data.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor's degree in Education from an accredited four-year college or university is required; a Master's degree in a field related to education is preferred.
Experience: At least five years of teaching or school administrative experience and experience working in a secondary Professional Learning Communities school program are required. Participation in Professional Learning Communities Leadership team training is preferred. Experience with and active participation in action research topics related to Professional Learning Communities is preferred. Trainer of Trainer experience with teaching strategies (i.e. Kagan, Cooperative Learning, Multiple Intelligences) is preferred. Literacy strategy experience at the secondary level is preferred.
Skills: Must have knowledge and understanding of the Professional Learning Communities model for school improvement. Knowledge and understanding of national and state school reform and restructuring efforts and current research related to school leadership and school change is required. Presentation experience with adult audiences is required. The ability to develop training and staff development materials and conduct workshops and inservice training is required. The ability to communicate and express ideas effectively orally and in writing is required. Experience in maintaining effective working relationships with school administrators, teachers, parents, community agencies, Department personnel, University faculty, business/foundation personnel, and public officials is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Supports the Missouri Professional Learning Communities program by assisting in planning and executing training for new and continuing Professional Learning Communities schools assigned to the Center, planning and executing statewide training for Professional Learning Communities schools, and assisting with the development of materials for Center training, statewide training, information purposes, and evaluation.
2. Provides direct services to Professional Learning Communities schools' coaches and staffs by making on-site visits and telephone calls on a regular basis.
3. Help to expand the Professional Learning Communities program by assisting in recruiting new Professional Learning Communities schools.
4. Increases awareness and provides information by conducting workshops on Professional Learning Communities.
5. Assists in the evaluation of schools in the Missouri Professional Learning Communities Project by collecting and analyzing performance data.
5. 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 Director, SWRPDC.
6. Helps to assure the overall success of the Missouri Professional Learning Communities schools and the SWRPDC by performing all other duties as assigned.
The Professional Learning Community Resource Specialist is supervised by the Professional Learning Community Project Coordinator and the SWRPDC Director.
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable 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 along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
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 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.