Branch Review Specialist conducts branch internal audits to determine whether business controls are sufficient and effectively executed in accordance with bank policies and procedures. Tests established procedures to ensure operational efficiency within branch offices. Being a Branch Review Specialist determines whether branches are performing their planning, accounting, custodial, or business control activities in compliance with management instructions, policies, and procedures. Evaluates functions and activities in assigned areas to determine the nature of operations and the adequacy of systems to achieve established objectives. Additionally, Branch Review Specialist recommends corrective actions and improvements. Requires a bachelor's degree. Typically reports to a supervisor or manager. The Branch Review Specialist occasionally directed in several aspects of the work. Gaining exposure to some of the complex tasks within the job function. To be a Branch Review Specialist typically requires 2 -4 years of related experience. (Copyright 2024 Salary.com)
APPLICANTS MAY BE EDUCATIONAL OFFICERS, TEACHERS AND OTHER QUALIFIED INDIVIDUALS
Education: Graduation from an accredited college or university with a master’s degree in education with specialization in a subject field appropriate to the area(s) of assignment.
Education Equivalence: Master's degree in special education, speech language pathology, school psychology, educational or public administration/leadership, or other subject field appropriate to the area(s) of assignment.
Experience: Six (6) years of responsible professional work experience in education of which four (4) years shall have been in teaching and two (2) years in curriculum or program planning, as appropriate.
Desired Experience: Six (6) years of experience in administrating assessments, team participation and collaboration or delivery of services plan in providing related service(s) to students with disabilities in the educational environment.
Combined Education and Experience: An equivalent combination of education and experience may be acceptable as determined by the Department. Substitutions can be considered for the requirement of experience in an education program, agency, or system.
Knowledge: Foundations of curriculum and instruction; instructional media and computers; foundations of American education; tests and measurements; principles of learning and individual differences; curriculum design and development; educational statistics; purposes, methods, subject matter and materials pertinent to the area(s) of assignment; research developments, trends and current issues or problems pertinent to the area(s) of assignment; laws, rules, regulations and administrative procedures pertinent to the area(s) of assignment.
Knowledge Desirable: Principles of educational philosophy; principles of current research and application of evaluation tools; child development; critical issues in education; assessment, interpretation of the results, and implications for instruction; eligibility determination of disabilities in accordance with the ESSA, Section 504, IDEA and Chapter 60; current knowledge of American education, educational leadership and administration, assessment and evaluation, special education services and programs; standards based education; applicable federal and state laws, mandates, Department's guidelines and procedures related to students with disabilities, including laws, regulations and rules regarding confidentiality; court decisions, policies, and procedures pertinent to areas of special education, confidentiality and civil rights, and strength in instructional strategies and curriculum for students with disabilities; foundations of special education programs, functional behavioral assessment/behavior support plans, instructional materials, strategies, and methodologies; transition service planning and programs; procedures regarding the discipline of students with disabilities; instructional media and computers.
Ability to: Provide leadership, planning and coordination in the area(s) of assignment; develop, analyze and evaluate plans, programs and procedures; communicate effectively with others both orally and in writing; operate computer and other business machines; use tools, equipment, instruments or devices appropriate to the area(s) of assignment; maintain awareness of developments in curriculum or program areas.
Desired Ability to: Provide guidance, supervision, and direction in the areas of assignment; demonstrate behaviors which indicate the timely use of critical thinking skills for effective decision-making and the ability to communicate clearly and purposefully to all types of audiences regarding the appropriate implementation of regulations, procedures and guidelines relating to programs, projects or initiatives dealing with special education; develop and implement on-line professional development and appropriate on-line tools (e.g., Sharepoint, podcasts, voice threads, website, WebEx, webinars, etc); organize/prioritize work and multi-task to maintain an effective work pace while working under deadlines.
Equal Opportunity
The Hawaii State Department of Education does not discriminate in its educational policies, programs, and activities on the basis of sex, race, color, religion, national origin, age, and disability in accordance with Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Age Discrimination Act of 1975, and Americans with Disabilities Act of 1991. The Department does not discriminate in its employment policies, programs, and activities on the basis of sexual orientation, arrest and court record, and National Guard participation, as well as on the basis of sex, race, color, religion, national origin, age, and disability, in accordance with Title VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act of 1967, Americans with Disabilities Act of 1991, Equal Pay Act of 1963, and Chapter 378, Part I, Hawaii Revised Statutes.