Manages, supervises, and evaluates all personnel assigned to the office of access and equity. (E)

Provides leadership, guidance, and strategic vision for the English Learner program including the development of multilingual pathways. (e)

Prepares applications for funding categorical programs for the California Department of Education.  (E)

Collaborates with District and site personnel to develop, implement, and monitor Title I and Title III programs .  (E)

Works collaboratively with departments to ensure compliance with Title I.  (E)

Collaborates with other departments to establish and implement systems to evaluate the effectiveness of existing and proposed programs, strategies, materials, and/or initiatives.  (E)

Maintains a current working knowledge of laws, policies, and regulations for esea reauthorization and categorical programs.  (E)

Maintains current knowledge of research on high-achieving schools that are closing the achievement gap and leads the implementation of that research based strategies in District and schools at the K-12 level.  (E)      

Develops and monitors categorical funding (Title I-Part A, Title I-Part D, Title III-A, Title V, and LCFF) budget allocations to each program/school site.  (E)

Monitors and approves categorical budgets and expenditures.  (E)

Prepares and coordinates the District’s Federal Program Monitoring (FPM) process.  (E)

Assists schools in their self-review process to prepare for fPM.  (E)

Attends federal, state, regional, and local meetings and conferences that are applicable to esea reauthorization, lcap, and categorical programs.  (E)

Ensures parent involvement/education at the district and school sites.  (E)

Monitors and documents Title I and English Learner (EL) students’ academic achievement and prepares and submits appropriate state and federal reports.  (E)

Oversees the District English Learner Advisory Committee (DELAC) meetings to disseminate appropriate information regarding compliance and curriculum for EL and Title I students.  (E)

Attends applicable student Services staff and committee meetings.  (E)

Monitors Title I and El student placement and services as required for compliance.  (E)

Leads and/or participates on District task forces or committees as appropriate.  (E)                                               

Provides direction for the selection of English Language Development (ELD) and supplemental intervention textbooks and instructional materials for EL and Title I students in grades K-12.  (E)

Performs other duties as assigned. 

MINIMUM REQUIREMENTS:

EDUCATION, EXPERIENCE, LICENSES, AND OTHER REQUIREMENTS:

Graduation from a four-year college/university with a Bachelor’s Degree in a related field required.

Hold a valid California Administrative Credential K-12.  Master’s Degree preferred.

Minimum of five years successful teaching and/or administrative experience in a culturally diverse setting, including three years in a supervisory capacity.

Experience closing the achievement gap at school site as a site principal preferred.

Experience in managing state and federal supplemental programs preferred.

Ability to work as a part of a collaborative team.

Employment eligibility that may include fingerprints, health (TB), and/or other employment clearance.

Must have valid California driver’s license and automobile available for use.  Must be willing to attend evening, night, and weekend meetings. Must have ability to obtain and maintain automobile insurability.

KNOWLEDGE AND ABILITIES:

KNOWLEDGE OF:

-        Research, policies, programs, procedures and practices that close the achievement gap and provide access and equity for all students. 

-        Philosophical, educational, fiscal, and legal aspects affecting ESEA  

-        Record-keeping techniques.  

-        Applicable sections of the education code, other laws, rules, and regulations related to assigned activities.  

-        District organization, operations, policies, and procedures.  

-        Technical aspects of field of specialty. 

-        Principles of organization, operation, and supervision.  

-        Principles, techniques, strategies, practices, trends, goals, and objectives of access and equity in public education.

-        Modern technology and office procedures and methods, computer equipment, and computer software necessary to perform required duties, which include but is not limited to online registration, presentation software, and related technology.

-        Budget preparation and controls.  

-        Applicable federal, state, and local laws, codes, regulations, and procedures.  

-        Oral and written communication skills, including English usage, grammar, spelling, punctuation, vocabulary, composition, and mathematics. State, county, and local agencies that provide assistance with program improvement programs and activities.

ABILITY TO:

-        Demonstrate initiative, flexibility, organizational and interpersonal skills to plan, organize, coordinate, and administer district-wide, comprehensive programs for all staff. 

-        Administer assigned budgets and allocate funds.  

-        Demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an operational mode that is cost effective.  

-        Operate a computer terminal and audio-visual equipment.  

-        Communicate effectively, both orally and in writing.  

-        Write in a clear and concise manner for broad public appeal and interpretation.  

-        Gain cooperation through discussion and persuasion.  

-        Coordinate and supervise the work of others.  

-        Analyze situations carefully and adopt an effective course of action.  

-        Interpret, apply, and explain administrative and board policies, laws, and regulations that pertain to ESEA.  

-        Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions.  

-        Work independently with minimum direction and supervision; work under pressure.

-        Understand, analyze, and prepare comprehensive narrative and statistical reports.

-        Establish and maintain cooperative and effective working relationships with district personnel, community members, and external companies and agencies in the course of performing assigned duties.

-        Supervise and evaluate the performance of assigned staff.                        

WORKING CONDITIONS:

ENVIRONMENT:

-        District office environment and school sites.

-        Demanding timelines.

-        Subject to driving to a variety of locations to conduct work during day and evening hours.

-        Subject to frequent interruptions and extensive contact with students, staff, parents, and the public.

-        Indoor and outdoor environment.

PHYSICAL DEMANDS: 

-        Bending at the waist, kneeling or crouching, and reaching to retrieve and maintain files and records.

-        Reaching overhead, above the shoulders and horizontally.

-        Dexterity of hands and fingers to operate standard office equipment, computer keyboard, and other equipment necessary to complete the required duties.

-        Hearing and speaking to exchange information in person and on the telephone.

-        Visual ability to read, and to prepare/process documents and to monitor various services and personnel.

-        Sitting for extended periods.

-        Standing for extended periods.

-        Walking over rough or uneven surfaces.

-        Climbing, occasional use of stepladders.

-        Physical activity may be required, which could include moderate lifting.

HAZARDS:

-        Extended viewing of computer monitor.

-        Working around and with office equipment having moving parts.