Learning Director Jobs in Federal Way, WA (NOW HIRING)

Overview of Position Works with the Early Learning Program Director, Head Start Manager and key public and private partners to develop, plan, facilitate and present effective cross sector professional development for district and community based early learning staff and providers who working with children PreK-3rd grade living within Seattle Schools boundaries. Supervises assigned staff. Manages the expenditures of funds targeted for professional development for PreK-3rd grade early learning.

Funding for PreK-3rd grade professional development may come from a variety of sources and the Early Learning Professional Development Manager is responsible for accountability in meeting specific requirements and deliverables related to each source of funding including: supervision of staff, presenter/consultant contracts and approval of costs for substitute coverage or reimbursements. In consultation with the Program Director, This position also works in collaboration with other departments and programs within Seattle Schools and with key partners to assure professional development and events offered are coordinated to maximize benefits for children, increase access of PreK-3rd staff to high-quality professional development and efficient use of funds. Essential Functions Manages and coordinates planning and partnerships focused on PreK-3rd professional development for staff and administrators working in/or supporting early learning within Seattle Schools boundaries.

Works with Director of Early Learning and fellow department managers to develop and implement goals and objectives of the Early Learning Department; needs assessment of district staff; provides consultation to district and building administrators; develops and implements systems and procedures for effective delivery of professional development and coaching for PreK-3rd staff. Collaborates with elementary principals, community partners, Seattle Schools central office academic departments, including Special Education, Bilingual Program, Math, Science, Research, Evaluation and Assessment, Professional Development, and content-specific departments, as well as central office leadership teams. Works in partnership with the Early Learning Director, key internal and community-based partners to develop agreement on and consistent standards for student expectations, supporting development of high quality, culturally responsive instruction, and developmentally appropriate environments PreK-3rd.

Oversees specific grants and contracts related to professional development for early learning staff, including but not limited to state Full Day Kindergarten and monitors use of the funding, supports schools to ensure that the program aligns to the grant's expectations, best practices and school needs, and collaborates with Grants Management and Early Learning Departments at both OSPI and within Seattle Public Schools. Assures PreK-3rd early learning programs operate in alignment of Washington State Early Learning and Development Benchmarks/standards and PreK-3rd based expectations and build on State and Federal early learning planning and guidance. Works collaboratively with district Head Start, Kindergarten Transition personnel and district enrollment team on transition activities, Kindergarten Readiness, Kindergarten entry and alignment of assessment processes PreK-3rd.

Supervises, assigns work, mentors and evaluates assigned staff. OTHER FUNCTIONS: Conducts focused observations of classroom teachers; models appropriate classroom support to teachers; provides situation-specific assistance adapted to the needs of the school and teachers. Assists PreK-3rd teachers and teams in assessing and developing appropriate intervention and accommodation strategies related to students who are second language learners, enrolled in Special Education programs and underrepresented students with diverse learning needs.

Demonstrates lessons for PreK-3rd teachers to observe; works alongside teachers demonstrating instructional strategies, modeling intensive classroom support and guiding teachers as they implement the strategies in their classrooms. Develops strategies and works with school building principals and their partners as they develop effective early learning programs and work toward alignment of curriculum, assessment and instructional methods PreK-3rd. Works with principal, teachers and central administration to analyze and document student performance data, to assess the effectiveness of the Kindergarten program; and communicates results to appropriate stakeholders.

Participates in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned community Pre K programs and schools. Participates with district teams/councils/committees in strategic planning efforts for the purpose of improving the district's teaching and learning processes PreK-3rd. activities; collaborates with other instructional coaches, curriculum specialists and key community based early learning partners in developing and providing central and school-based professional development.

Assists in reviewing alignment of district curriculum with state standards, early learning and development benchmarks, grade level expectations; and the Washington state Early Learning Plan to identifies gaps PreK-3rd; and provides feedback and guidance teams of PreK-3rd level teachers to improve alignment curriculum and assessment. Assists in the developing, analyzing and adapting curriculum and instructional materials. May perform related duties consistent with the scope and intent of the position.

DISTRICT-WIDE CORE COMPETENCIES: Collaboration Develops cooperation and teamwork while participating in a group, working toward solutions which generally benefit all involved parties. Is seen as a team player who encourages efficient and effective collaborations. Works skillfully in difficult situations with both internal and external groups.

Represents his/her own interests while being open-minded to other groups. Builds respectful and productive relationships internally and externally. Getting Results (Action Oriented) Performs work with energy and drive; values planning, but will take quick, decisive action when an opportunity presents itself.

Demonstrates a strong sense of urgency about solving problems and getting work done. Focuses on achieving the goal even in the face of obstacles. Assumes responsibility for starting and finishing work with minimal supervision.

Strives for new levels of performance. Decision Quality & Problem Solving Uses analysis, wisdom, experience and logical methods to make good decisions and solve difficult problems with effective solutions; appropriately incorporates multiple inputs to establish shared ownership and effective action. Weighs the consequences of options before making a decision.

Applies appropriate criteria to situations for the purpose of making decisions. Displays self-confidence in own judgment. Focuses in the facts and solutions instead of opinions and problems.

Integrity Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an appropriate and helpful manner; keeps confidences; admits mistakes; doesn't misrepresent him/herself for personal gain. Deals with people and situations in an honest and forthright manner. Represents information and data accurately and completely.

Represents the confidentiality of information and concerns shared by others. Takes ownership if a mistake is their own and does not blame others. Accountability Holds self and others accountable for measurable high-quality, timely and cost-effective results; determines objectives, sets priorities and delegates work; accepts responsibility for mistakes; complies with established control systems and rules.

Takes responsibility and action as if the risks (financial or otherwise) are his or her own. Holds individuals and team accountable for their actions and results. Initiates action even if outcome is uncertain and is willing to accept the consequences of failure.

Aligns own activities and priorities to meet broader organizational needs. Demonstrates courage and confidence in his or her own ability. KNOWLEDGE, SKILLS & ABILITIES: Childhood Development; Adult learning theory and instructional design and delivery; Standards for professional development coaching and mentoring techniques; Collaborative methods; Effective student and adult behavior management; Effective instructional techniques; Curriculum and instructional materials used by the district; Current research about the elimination of achievement gaps and accelerated student learning; Rules and procedures for student and adult safety.

Facilitating team planning, Instruction of young children and coaching and leading adults; Analyzing and interpreting student performance data; Aligning instructional materials with State standards and grade level expectations; Appropriate use of a variety of instructional methods; Adapting subject materials and teaching techniques to increase achievement; Developing assessment tools and statistical reports; Organization and time management; Decision-making and problem-solving; Effective written and oral communication. Skill in identifying and using various diagnostic methods to assess student (subject area and level) skills and deficit levels. Skill in analyzing and interpreting student performance data.

Skill in analyzing a variety of instructional methods, practices and delivery methods, and determining appropriate practices and methods to use. Evidence of prior successful lead experience in working with school and district level staff to improve instructional practice. Ability to make successful presentations to adult learners (individual, large and small groups).

Ability to successfully facilitate reflection and dialogue among school and district level staff related to their current practices in (subject area and level). Ability to successfully facilitate effective change in instructional practice measured by student outcomes. Use a computer for collecting/tracking data; Building spreadsheets, conducting presentations and communicating via e-mail; Monitor state iGrants applications; Monitor grant budgets; Coordinate and facilitate activities; Collaborate with staff and administrators; Adapt to change and remain flexible; Organize and develop activities; Establish and maintain effective working relationships with all stakeholders in a multicultural community; Address different adult and student learning and behavioral styles and abilities; Address new trends and ideas in education and education transformation; Work independently; Work as team-member; Exercise self-discipline in behavior and attitude.

Typical Qualifications EDUCATION/EXPERIENCE: A typical way to obtain the knowledge and abilities would be: Three (3) to five (5) years of successful early childhood teaching experience and two (2) years of successful educational coaching/mentoring experience or related experience mentoring/coaching adults; Master's degree; Bachelor's degree in a major content area, and five (5) years successful teaching experience, no substitution for two (2) years successful coaching experience allowed; or an equivalent combination of education and experience. Any equivalent combination of education, experience and training that provides the required knowledge, skills and abilities to perform the work will be considered. CLEARANCES: Criminal Justice fingerprint and background check.