SST Consultant

Job Title: State Support Team Consultant Contracted Days: 200

The Region 10 State Support Team (SST 10) is looking for a knowledgeable, skilled, and high-energy consultant to join our full-time staff.

Before applying, note that preference will be given to candidates who have:

• 3-5 years of administrative experience in a leadership role at the building or district level.
• Special Education experience, preferably at the district level as a Director of Special Ed, Student Services, or Special Ed supervision.
• Knowledge, skills, and experience in instructional coaching and leadership development.
  
  

The Ideal Candidate

• Equity-Driven: You hold a core belief in access to high-quality, evidence-based educational programming and services for all students.
• Systems Leader: You have a documented history of working within a district or building to promote collaborative leadership.
• Relationship Builder: You are adept at fostering collegial relationships across a diverse six-county region.
  
  

SST10 team members operate in a fast-paced environment where we encourage our staff to be creative, collaborative, and self-motivated. SST10 needs a consultant who can fit well in our environment. Candidates must have reliable transportation and be willing to travel.

SST Consultant- Candidates must meet the following minimum criteria listed below.

A bachelor's degree, master's degree preferred in the area for which an employee has primary responsibility (instructional improvement, special education, early childhood education, reading and literacy, data analysis, or appropriately related field or evidence of equivalency)

• A minimum of three to five years of successful administrative experience
• Served in a systems leadership role at the district and/or building level.
• Knowledge, understanding, and experience with implementation of federal and state requirements such as ESSA, ODEW/state report card and data resources, IDEA, PBIS, literacy, and early childhood.
• Experience in developing, implementing, and monitoring fidelity of district and school-wide improvement plans.
• Lead collaborative teams at the teacher, building, and/or district level (PBIS, others).
  
  

Qualifications/Skills, Knowledge, And Abilities

• Working knowledge of or participation with a Multi-Tiered Systems of Support (MTSS) framework, including PBIS
• Ability to identify and address systemic issues at a district or building level
• Knowledge of the Ohio Department of Education and Workforce's infrastructure, including roles and functions of the State Support Team, and the relationship to local education agencies
• Knowledge of continuous improvement processes, including Ohio's IMTSS and implementation practice
• Ability to work with LEAs to understand local needs and identify and support improvement activities
• Ability to facilitate people through the systemic change process using foundational coaching skills in large and small group meetings
• Ability to identify, analyze, and use data to select and inform priorities, improvements, and decision-making
• Ability to develop and meet timelines for completion of projects, tasks, and activities
• Ability to manage multiple projects and prioritize time for multiple projects
• Willingness to engage in continued professional learning to enhance individual skills related to this position
• Ability to accept coaching, support, and feedback from the individual(s) assigned to support the position
• Effective oral and written communication skills, including presentation skills
• Know best practices in literacy aligned with Ohio's Plan to Raise Literacy Achievement
• Knowledge of Ohio's Plan for K-12 Mathematics
  
  

Assigned Duties and Responsibilities

• Participate in team structures with other SST members to engage in ongoing monitoring and problem-solving around grant agreement priorities, including continuous improvement, literacy, PBIS, and early learning and graduation practices, inclusive of all students with a focus on students with disabilities.
• Assist in the collection, analysis, and monitoring of regional-level data related to LEA improvement efforts to inform ongoing planning
• Facilitate communication using an agreed-upon protocol between the SST and LEAs (collaborative meeting times, etc)
• Administration and scoring of fidelity assessments selected for IMTSS Scale-up efforts (e.g., School-Wide PBIS Tiered Fidelity Inventory, Reading Tiered Fidelity Inventory)
• Support District Leadership Teams through a continuous improvement planning process that results in the selection, implementation, and monitoring of evidence-based practices, providing access to all students
• Co-construct a partnership agreement (Service Delivery Agreement) with identified LEAs to operationalize coaching and technical assistance that best aligns with the needs of their organization
• Provide high-quality professional learning to the district, building leadership and/or teacher teams using a set of approved materials.
• Structuring the district, building, teachers for success
• Data analysis for continuous improvement planning
• Selection, implementation, and monitoring of evidence-based practices
• Communication and barrier removal
• Facilitate LEA-level data review sessions to assist district, building, and/or teacher teams in the analysis and use of adult implementation and student outcome data to inform refinements to their plans
• Coach district, building, and teacher teams using a continuum of coaching foundation skills.
• Collaborate and accept guidance and support to further develop coaching fluency.
• Maintain a log of coaching interactions and supports provided to intentionally plan future actions and to inform ODEW and district reporting related to district-specific Service Delivery Agreements.
• Other duties as assigned
  

Montgomery County ESC provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.