网络合作伙伴-中学（2021-2022）

参考：PCN1882职位必须至少张贴10天标题：合作伙伴，网络报告：指定主管部门：指定分类：分类管理FLSA：豁免工作年/小时：261天/7.5天发布：创建：2016年6月工资等级：ADCL 18基本职能：在网络主管的指导下，网络改进合作伙伴是校长、教学领导团队（ILT）、网络主管和副网络主管的战略思维合作伙伴。网络改进合作伙伴（NIP）将协助向学校提供指导和支持，以促进战略数据查询，从而进行教学改进；利用基准数据和学生工作促进校长和教师的合作和培训；以及建立制度和结构以建设专业能力。网络改进合作伙伴（NIP）在评估学校绩效、确定改进重点和规划有效变革方面发挥领导作用。NIP确保专业发展、地区课程、学生成绩单一计划（SPSA）和项目监控的实施。NIP与188金宝慱真人游戏校长建立辅导关系，共同学习，从而改善教学、学生成绩和整体学校环境。该职位还与员工和教员保持持续沟通，需要高度的人际交往技能和人际关系能力。所有工作职能都将通过高质量的客户服务来执行。客户包括学校网站管理员、教师和员工、学生、家长/监护人、ILT、网络和副网络主管、地区领导、中央办公室工作人员和社区成员。高质量服务的示例可能包括但不限于对数据查询的快速响应、专业和礼貌的口头和非口头沟通以及主动解决问题。代表性职责：（在职人员可执行以下所示的任何基本职能组合。本职位描述并非详尽列出与该分类相关的所有职责、知识或能力，而是旨在准确反映主要工作要素。）基本职能：为主要合作伙伴提供直接的持续支持、指导、指导、促进和技术援助，以实现目标和完成交付物。协助学校管理者建立数据驱动的决策和专业学习文化，指导可衡量的目标设定和行动规划，以支持制定和实施有效的学校改进计划。为学校管理者提供指导，帮助他们使用数据判断教学计划对学生学习、学校和社区改善的影响。与学校管理者和中央办公室部门合作，对各种类型的数据进行分类和解释，以衡量和提高学生成绩和项目有效性。协调对学校领导层的培训，使他们有效地完成学校改进过程。协调非教学培训需求，开发适当的培训和/或确定适当的培训资源，促进共同解决问题，以协助校长实施和掌握最佳实践领导技能。协调对地区和学校领导的支持，包括运营、支持员工培训和专业发展。在教学框架、高影响力最佳实践、形成性评估、基准评估、差异化、及时调整和修改教学和干预响应（ROI）方面，作为校长、ILT、网络和副网络主管的战略思维伙伴。协助评估围绕实施注重结果的调查周期的现行做法和能力。使用比较、趋势和基准数据推动教学，评估学校和课堂的改进率。发展持续改进过程、方法和工具方面的专业知识，以教育和支持校长、教学领导团队、网络和副网络主管以及社区合作伙伴。有效地使用OUSD数据管理系统分析和格式化数据，以供校长和教师分析。协助选择基于研究的持续改进流程和专业发展，为学生成绩的提高提供最大的机会。计划并与中央办公室领导共同促进与年级、领导团队和校址委员会的数据分析会议。发展和培养与家长、社区利益相关者的关系，包括教育、商业、信仰、非营利、慈善和公民部门的领导人。协助校长和学校领导管理合作委员会mmunity partners to build capacity and oversee progress on collaborative continuous improvement around key strategies. Conduct high-quality, sustained training sessions, presentations and workshops; provide information on the progress of network schools through presentations and written reports. Provide professional development for Principals and teachers in accessing/interpreting data to track the progress of all students in their schools and provide leadership in assisting in bridging the achievement gap for identified students. Establish an easy replicable process for completing an annual progress report to ensure reporting becomes part of standard work related to educational progress in the Network. Manage discrete operational projects as assign by principals and Network Superintendents, including student information systems, attendance, volunteer coordination, school calendar creation, student enrollment system, coordination of student testing, bus schedules, opening and closing of schools, and other areas. Develop procedures and provide guidance in developing, implementing and monitoring and revising the SPSA. Solicit feedback and input from school staff on operational challenges and opportunities in a proactively and timely manner and present findings to principal and other administrators for review and consideration. Assist site leaders in focusing on instruction and professional learning of school site staff, build capacity of instructional staff to deliver a data-driven instructional cycle, implement curriculum and pedagogy aligned to the Common Core and Next Generation Science Standards (NGSS) and dramatically increase student learning outcomes. Develop professional learning opportunities for Assistant Principals to support transition to the Common Core and NGSS. Assist Network Superintendents and Network Deputy Superintendents with quality monitoring. Conduct high-quality, sustained training sessions, presentations and workshops; provide information on the progress of network schools through presentations and written reports. Serve as trusted resource to principals and other administrators and facilitate communication within schools and throughout the District. Provide and coordinate non-instructional training including District procedures, staff development, technology applications, operations management, and other areas as needed. Attend District, state and national meeting to provide up to date techniques and programs; engage in continuing professional growth and keep abreast of recent developments in education and continuous school improvement processes through in-service, classes, research and conferences. Provide cross training to department personnel. Perform related duties as assigned. QUALIFICATIONS: The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position. KNOWLEDGE OF: California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum Response to Intervention principles and techniques Full Service Community School movement Current District curriculum and school instructional programs and strategies Utilization of various forms of assessment to guide and design instruction Effective pedagogy for ethnic populations, English, and Standard English Learners Applicable federal, state, and District codes, regulations, policies and procedures governing work scope Technology as it relates to education Interpersonal skills using tact, patience and courtesy Knowledge of organizations, operations, policies and objectives of public education Planning, organization and coordination needed for assigned program Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff Group facilitation and professional development Excellent English usage, grammar, spelling, vocabulary and punctuation Computer software, hardware, and related technology (Google platform) ABILITY TO: Continuously seek quality service and process improvements in order to support a mission and strategic vision Use a consultative approach to resolving work related issues Establish, coordinate and maintain communication with school staff, community and parent groups Plan and organize work Lead and model effective team work Demonstrate cultural competence with diverse groups across race, ethnicity, religion, gender, class, and sexuality Analyze situations accurately and adopt an effective course of action Establish and maintain effective working relationships with multi-faceted public and private agencies and District departments, community, and others of diverse backgrounds, experience, and personalities Model effective communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and customers Complete work with many interruptions Manage multiple projects simultaneously Read, interpret, apply and explain rules, regulations, policies and proceduresIndependently perform highly complex research and special assignments Maintain statistical records and prepare comprehensive, highly complex reports Demonstrate excellent and effective written and spoken communication skills in English, including content, context, communication, conciseness, grammar and usage Prepare and deliver oral presentations Operate personal computer, related software, and other office equipment PREREQUISITES Bachelor Degree or its equivalency required (2 years of similar and relevant work level experience = 1 year of college) in education, research, social work, social policy, planning or public health preferred. A combination of experience and education may be used to meet the Bachelor Degree requirement; however, the work experience years used to qualify for the Bachelor Degree requirement cannot be used to meet the work requirement. Master's degree highly preferred Five (5) years' experience in data analysis, evaluation, research, and/or school reform including school-level experience and three (3) years coaching or mentoring Principals and/or teachers Strong instructional and administrative knowledge required Excellent project management, organizational, problem-solving, analytical skills and leadership required Knowledge of the continuous improvement model and process preferred Experience in analyzing student assessment data, instructional planning and professional development of school site staff Experience or coursework in research and evaluation, data inquiry, curriculum, professional/adult coaching and learning and/or facilitation preferred Valid Administrative Services Credential preferred but not required Valid California Teaching Credential with English Learner authorization preferred but not required Valid California Driver's License, if applicable PRE-EMPLOYMENT PROCESS: Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance WORKING CONDITIONS ENVIRONMENT: Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions PHYSICAL REQUIREMENTS: Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations. NON-DISCRIMINATION POLICY: The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.

主要位置：中央学校支援服务
薪水范围：94304.94美元-120384.20美元/年
班次类型：全职

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