3 Assistant Director of Elementary MTSS Implementation (full time 1.0 FTE) - District Office Jobs in Portland, ME

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Assistant Director of Elementary MTSS Implementation (full time 1.0 FTE) - District Office

Portland Public Schools, Maine

Portland, ME | Full Time

$65k-86k (estimate)

10 Months Ago

Assistant Director of Elementary MTSS Implementation (full time 1.0 FTE) - District Office

$65k-86k (estimate)

Full Time 10 Months Ago

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Portland Public Schools, Maine is Hiring an Assistant Director of Elementary MTSS Implementation (full time 1.0 FTE) - District Office Near Portland, ME

JobID: 3574

Position Type:
CENTRAL ADMINISTRATION

Date Posted:
6/8/2023

Location:
Central Office

Date Available:
08/28/2023

Closing Date:
07/15/2023

Name of Position: Assistant Director of Elementary MTSS Implementation

Months: 12

Department: Clinical and Behavioral Supports

Reports to: Director of Clinical and Behavioral Supports

SUMMARY DESCRIPTION OF CLASSIFICATION: In alignment with the district’s equity-centered Portland Promise, under general supervision of the Director of Clinical and Behavioral Supports, and in coordination with the Executive Director of Elementary Schools, the Elementary MTSS Implementation Coordinator (IC) will provide direct implementation support of the district’s Safe and Equitable Schools priority strategies.

Strong candidates should embody equity-oriented leadership; have knowledge and experience integrating trauma-informed/healing-centered approaches within a positive behavioral interventions and supports (PBIS) framework; have experience supporting the implementation of social emotional learning (SEL) curricula (e.g., Second Step); have experience providing evidence-based interventions for individuals and small groups; and possess deep understanding of restorative practices and their use in the school setting.

DUTIES AND RESPONSIBILITIES:

Support the implementation and evaluation (both fidelity and outcomes) of the following:
- Use of community building/restorative circles (with students and among staff);
- School-wide use of de-escalation skills (via professional development and coaching);
- SEL structures and curricula (e.g., Second Step);
- Development and implementation of school-wide protocols and practices that emphasize prevention and early restorative intervention to create safe learning environments;
- PBIS implementation, in coordination with external coaches:
  - Building-specific team meeting membership and structures;
  - Data collection and analysis activities to demonstrate initiative progress and effectiveness;
  - Sharing of community practices (at District PBIS meetings and by supporting building visits/walkthroughs);
  - Continue to build tier 2 and 3 structures for experienced PBIS schools (including support for building CI/CO, co-facilitating advanced tiers PBIS teams, etc.); and
  - Robust response-to-intervention (RtI) systems and practices.
Contribute to ongoing development of district-wide vision and strategy;
Support launch and refinement of alternatives to suspension model;
Provide (limited) classroom observations/feedback;
Support IEP team decisions related to social-emotional-behavioral needs (e.g., placement in/out of specialized programming) by assessing tier I and tier II interventions provided to the student;
Ensure greater continuity of practice across elementary schools; and
Coordinate/facilitate professional development opportunities for relevant stakeholders (e.g., PBIS teams, whole schools, social worker/counselors).

MINIMUM QUALIFICATIONS

KNOWLEDGE, SKILLS, AND ABILITIES:

Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally humble. Demonstrated conviction around having high expectations for all students. Experience with culturally responsive pedagogy.
Great relationship builder. Demonstrated ability to build trust with teachers, administrators and social workers. Track record of working collaboratively with staff at all levels to build consensus while also delivering exceptional results.
Knowledge of evidence-based practices, social emotional learning, and behavioral interventions (e.g., positive behavioral interventions and supports). Working knowledge of the pertinent standards and regulations in Maine programs, low-income and culturally diverse populations, and trauma-informed practices.
Effective team leadership skills.
Excellent written and oral communication skills, proficient computer skills, and time-management.
Skilled designer and facilitator of professional development.

Systems-thinker. Capacity to hold the big picture while managing the small details that ensure strong implementation.
Expertise in data-based inquiry to ensure improvement in professional practice and experience using data to drive critical conversations and continuous improvement among peer and non-peer colleagues and groups.
Strong experience effectively managing response-to-intervention (RtI) processes.
Skilled project manager, ability to effectively achieve multiple goals and manage multiple projects across multiple sites simultaneously.

EDUCATION, TRAINING, AND EXPERIENCE?

Masters degree in education, social work, or related field from an accredited college or university.
Additional combinations of applicable education, training, and experience.
Experience in administration of similar programs/departments in school or related environments.
Maine Department of Education Criminal History Records Check (CHRC) required ($70).

?PHYSICAL DEMANDS: N/A

SPECIAL REQUIREMENTS: N/A

OVERTIME ELIGIBLE: No

Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.

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