Technical Assistance Specialist (Pss2, Ft-Temporary), Learning Resource Center-South (Lrc-S)

Learning Resource Center-South (LRC-S), Technical Assistance Specialist

Job Description: Grant-funded full-time temporary

Serving the counties of Atlantic, Burlington, Camden, Cape May, Cumberland, Gloucester, and Salem, the Learning Resource Center-South (LRC-S) at Rowan University promotes inclusive education practices through the integration of professional learning opportunities, family and community events, resources, and services.

The Technical Assistance Specialist is a grant-funded full-time position responsible for developing and delivering educational training and researching and recommending educational resources for educators and families working with students with disabilities. This role involves developing technical assistance program processes and policies, creating assessment forms, analyzing data, creating reports, and maintaining essential and confidential records. This position will interface directly with faculty and school leadership, and work collaboratively with stakeholders and educators to proactively plan for the needs of all learners.

Key Responsibilities:

• Professional Development and Training:

• Provides leadership and guidance for the technical assistance team and faculty involved in developing and delivering professional learning.

• Addresses the identified needs surrounding effective inclusive and co-teaching practices of district partner schools by developing customized training for all district stakeholders including staff, administrators, and families.

• Identifies, coordinates, and leads professional development activities aligned with inclusive practices and NJDOE (New Jersey Department of Education) Office of Special Education priorities and initiatives.

• Ensures to address the New Jersey Professional Standards for Teachers to identify the knowledge, skills, and dispositions that teachers need to practice responsibly.

• Develops and presents programming to address the challenges and needs of novice teachers. Programming includes a multi-day summer institute, monthly professional learning community meetings, and ongoing web-based, online resources.

• Data Analysis and Program Development:

• Designs assessment forms and analyzes data to inform the development of targeted professional development and coaching for educators.

• Creates administrative and leadership support based on district data

• Develops tailored programming to support the academic, social-emotional, and behavioral needs of P12 students with identified disabilities.

• Stakeholder Collaboration:

• Interfaces directly with school/district leadership to coordinate efforts and ensure alignment with organizational goals.

• Meets regularly with Learning Resource Center leadership and faculty to develop programming that addresses the needs of students with disabilities and supports inclusive education practices for all students.

• Attends and participates in meetings or college events related to assigned responsibilities and serves as a member of the Faculty Advisory Committee for Inclusive Education.

• Inclusive Classroom Support:

• Works to develop inclusive classroom programming and support for education teams, novice teachers, and preservice teachers, aligned to student needs.

• Addresses the identified needs surrounding effective inclusive and co-teaching practices in district partner schools by providing customized training for teachers and district administrators.

• Resource Development and Dissemination:

• Researches, develops, and provides relevant materials and information for educators, families, and advocacy groups on special education topics and state and federal regulations.

• Collaborates with special education advocacy groups to enhance the accessibility of services for parents and families supporting children with disabilities.

• Documentation and Meeting Participation:

• Maintains essential records and documentation related to program activities and outcomes.

• Prepares clear, technically sound, accurate, and informative reports containing findings, conclusions, and recommendations.

• Attends and actively participates in meetings or college events related to assigned responsibilities.

Required Qualifications

• Leadership abilities to provide guidance and support to teams involved in professional development initiatives.

• Sound knowledge of special education laws, regulations, and currency in education best practices.

• Experience in program development and evaluation within the field of special education.

• Thorough knowledge of relevant theory, principles, and techniques essential to assigned responsibilities.

• Proficiency in understanding, analyzing, interpreting, and applying established laws, regulations, policies, and guidelines.

• Strong organizational skills, problem-solving abilities, and effective work methods development.

• Strong data analysis skills with the ability to interpret needs assessment data and make data-driven decisions.

• Organizational skills to manage multiple tasks and responsibilities effectively.

• Excellent communication and interpersonal skills for effectively collaborating with diverse stakeholders.

• Skill in preparing clear, accurate, and informative reports with findings, conclusions, and recommendations.

• Ability to acquire knowledge of New Jersey Department of Education/Office of Special Education and university policies and procedures.

• Proficiency in conducting research, analyzing data, and interpreting findings.

• Competence to represent the college at conferences, meetings, seminars, and to the public.

• Skill in establishing liaisons and coordinating responsibilities with other staff or organizations.

• Proficiency in preparing correspondence.

• Proficiency in maintaining essential, confidential records and files.

Required Education

• Minimum of Master's degree in Education with current certification in Special Education (TOSD) and in at least one general education discipline (e.g., elementary education, early childhood, P-12 content areas).

• Minimum of 5 years of teaching experience in P-12 public schools, including classroom teaching experience working directly with students with identified disabilities.

• Teaching experience as a co-teacher including knowledge of co-teaching models, modifications, accommodations, and building successful co-teaching relationships.

• Experience in designing professional development topics to support inclusive classroom practices for educators and school leadership.

• Experience working and developing programming and professional learning communities specific to the needs of novice teachers

• Demonstrated ability to work effectively in a diverse and inclusive environment.

For consideration for this position, please upload the following in PDF format.

• Application cover letter with experience aligned to the position description

• Professional resume

• Names, phone numbers, and emails of three professional references

• Unofficial college transcripts (official transcripts will be required if selected for the position)

• Copies of all NJDOE-issued Standard Teaching Certificates

For candidates who meet the qualifications and have been selected for an interview, be prepared to submit the following:

• Statement of inclusive education philosophy.

• Sample professional development presentation (PowerPoint, activity, materials, etc).

NOTE:

• Candidates must be legally authorized to work in the US, and the university will not sponsor an applicant for a work visa for this position.

Advertised: Jun 19 2024 Eastern Daylight Time

Applications close: Jul 3 2024 11:55 PM Eastern Daylight Time