Branch Review Specialist jobs in Hilo, HI

Description

APPLICANTS MAY BE EDUCATIONAL OFFICERS, TEACHERS AND OTHER QUALIFIED INDIVIDUALS

Examples of Duties

• Provides leadership to facilitate the development, refinement, and implementation of rules, guidelines, procedures and reports for consistent implementation of the evaluation and eligibility process, provision and delivery of related services (e.g., OT, PT, SLP, counseling, etc.), assistive technology for students with disabilities and special projects.
• Provides guidance and technical assistance to districts, complex areas, and schools (upon request and approval) (a) in the implementation of effective early intervening/preventative assessment practices strategies and assessments that are critical to identification of students with disabilities and their strengths and challenges and (b) on the consistent application of the eligibility criteria in the identification process for students with disabilities; (c) the provision and delivery of related services (e.g., OT, PT, SLP, counseling, etc.), (d) assistive technology to improve educational access and student performance, (e) workload analysis, and (f) special projects as assigned. Designs professional development (PD) regarding the aforementioned. PD includes practices that have evidence of effectiveness in changing participants practice in his/her field which in turn result in improved student performance.
• Manages the statewide related services contracts (e.g., OT, PT, SLP, counseling, etc.) and any other pertinent contracts. Prepares and oversees contract solicitations (i.e., requests for providers and other procurement processes) to address current and newly identified service and support needs for the state. Assists and provides PD on analyzing provider schedules (i.e., workload analysis).
• Leads and works collaboratively with other state agencies and organizations in developing a range of programmatic options. Serves as a liaison between the Department and other State and Federal government departments/agencies, private or professional organizations, community groups, and other entities related to areas of assignment.
• Works in collaboration with OSSS and other Department offices on statewide initiatives that develop and promote a coordinated, integrated framework that addresses the learning and behavioral needs of students with disabilities.
• Furnishes and prepares budget, data reports and legislative testimonies in areas of program functions. Prepares program plans, annual performance reports, budgets, expenditure plans, contracts, memoranda of agreement, legislative testimony, memos and other documents, as required.
• Perform other related duties as assigned.

Minimum Qualifications

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.

Supplemental Information

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.