1247 Director of Developmental Education, West Plains

POSITION IDENTIFICATION

TITLE Director of Developmental Education, West Plains

CLASSIFICATION NUMBER 1247

GRADE 46

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Dean of Academic Affairs, WP

MAJOR ADMINISTRATOR Chancellor, WP

GENERAL FUNCTION

The Director of Developmental Education, West Plains, working directly with faculty, division chairs, and the Dean of Academic Affairs, provides leadership for the Missouri State University-West Plains’ goal to improve the performance of students in developmental education.  The Director of Developmental Education, West Plains ensures services are appropriate and contribute to the University student retention and success goals.  The Director of Developmental Education, West Plains coordinates the implementation of the Title III grant-Road to Achievement project-at Missouri State, West Plains and is responsible for achieving the grant objectives.  This includes faculty development cohort training, institutional effectiveness, and assures compliance with Title III regulations.  The Director of Developmental Education, West Plains oversees the Adult Education and Literacy (AEL) program.

This is a grant-funded position; continued employment is contingent upon continuation of grant funding.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: A Master's degree in Developmental Education or related area is required; a terminal degree is preferred.

Experience: A minimum of two years of successful college-level teaching experience and at least two years of progressively responsible administrative experience administering developmental education or similar programs is required.  Experience working in college-level developmental education is preferred.  Demonstrated success in curriculum development and working with faculty teams to develop and implement successful strategies around Developmental Education is preferred. 

Skills: Requires excellent oral and written communications skills, qualitative and quantitative reasoning skills, and effective organizational and project management skills. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.

Other: Occasionally the position requires work in the evenings and weekends.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Manages the Title III grant - Road to Achievement project- by ensuring that the University meets all grant obligations in a timely manner, assuring the timely preparation and submission of required reports, and managing administrative operations in compliance with the grant.

2. Ensures understanding and acceptance of the program as an integral part of the University by representing the program in formal and informal venues.

3. Responsible for achieving the objectives of the Title III grant, specifically those related to increasing the University’s retention and graduation rates for student by working with faculty, academic departments, and the Dean of Academic Affairs to assist in the determination of the academic support service needs of students, identifying appropriate programs or resources, connecting appropriate programs and resources with students, recommending the development and implementation of programs in response to student academic support service needs, and working with academic departments to implement tutoring program opportunities.

4. Collaborates with appropriate campus constituencies to coordinate the delivery of a variety of workshops designed to improve student success ensure that the services provided in the tutoring labs support the needs of developmental education students. 

5. Collaborates with the Faculty Professional Development Committee to ensure that faculty development workshops, seminars, and presentations are provided that support the work of those teaching developmental education.

6. Demonstrates sound financial management practices and assures the most effective use of the developmental education budget.

7. Researches and recommends policies and procedures to the Dean of Academic Affairs that will improve the performance and retention of developmental education students.

8. Assists in purchasing and implementing an electronic tutoring management system to allow faculty to communicate tutoring needs and to provide information and analysis of information in the database.

9. Submits proposals to the Library and Information Technology Services staff regarding learning resources and computer/technology needs.

10. Supports faculty in their outcomes assessment work for the developmental education curriculum.

11. Oversees the Adult Education and Literacy Program.

12. Facilitates a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

13. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Dean of Academic Affairs.

14. Contributes to the overall success of the department by performing these duties in a manner consistent with the mission, goals, and stated values of the department and performing all other essential duties as assigned.

SUPERVISION

The Director of Developmental Education, West Plains is supervised by the Dean of Academic Affairs and supervises full- and part-time employees serving in developmental education and adult education and literacy.

OFFICE OF HUMAN RESOURCES

AUGUST 2013

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 4 - 470 Points: Supervision of (a) a moderate number of operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a small number of professional employees who exercise limited supervision of others, or (c) large numbers of student workers or graduate assistants, or some equivalent combination of the above. The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is responsible for training, planning, and directing the work of permanent employees, and generally controls 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 4 - 850 Points: The employee operates under administrative supervision and makes decisions based on broadly-stated University objectives and available resources. Administrative guidelines are expressed in terms of project or program outcomes and deadlines with few comprehensive guidelines. Decisions are based on inadequate guidelines that require considerable interpretation and force the employee to plan all phases of the assignment. Assignments may be unrelated in function and the work requires many different processes and methods and a great deal of analysis to identify the nature and extent of problems. The work may require the employee to develop new methods and to deal with many variables, including some that are unclear or conflicting. Characteristic jobs at this level may involve directing large and/or complex programs, projects, or departments in which the work cuts across functional lines or requires dealing with unprecedented issues.

Factor 5: Managerial Responsibility

Level 4 - 1500 Points: Work involves the primary accountability for a smaller 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. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.