African-American Scholars Program Coordinator
Decatur Public Schools - Decatur, IL

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QUALIFICATIONS/KNOWLEDGE/SKILLS:


A minimum of a Bachelor's degree in Math or Education with an Illinois State certificate in High School Math.

Successful completion of a college-level Calculus course.

Possess leadership and organization abilities.

Demonstrate ability to work with diverse populations in an urban setting.

A demonstrated ability to carry out multiple responsibilities ranging from program development to co-teaching/tutoring students.

Proven ability to build relationships with diverse racial, ethnic, and socioeconomic students and families.

Strong verbal, written, and listening skills allowing one to establish trust and build rapport in diverse settings.

Ability to create and teach effective and engaging lessons.

Ability to develop academic interventions for individual students.

Demonstrated time and project management skills in a fast-paced environment.

Demonstrated commitment to teamwork and collaboration with diverse groups of people.

Proficiency in the use of Microsoft Office programs.
REPORTS TO:

Building and Assistant Principals

Conditions of Employment:


Fingerprinting and job-related background check required

MAINTAINS LIAISON WITH:

Building Principals and School Staff

Identified Students and Their Families

Community members and volunteers

JOB GOAL:


To coordinate and teach a 4-week summer program in which African-American students are pre-taught their honors math course they are enrolled in for the following school year.

To develop and lead an African-American Scholars Program designed to support, promote, and celebrate high academic achievement for African-American students.

To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.
ESSENTIAL FUNCTIONS:

(The following are the essential fundamentals to include but not limited to the following job duties.)

Monitor existing and /or create comprehensive training programs for staff and families.

Provide a weekly update or summary of Program Coordinator activities for review by the Building Administrators, to include scheduled activities, meetings, other presentations and community involvement.

Record and track student progress and development.

Act as a program liaison with other central office staff and community organizations.

Work with various community and business organizations to develop and maintain a working relationship.

Collaborate and communicate with the building level intervention team, communities, counselors, Student Intervention Coordinators.

Collect, maintain, and submit data records, reports, and assignments promptly and efficiently for evaluation and assessment of the programs.

Collect, maintain, and submit data records to identify and monitor students to be involved and to continue in the program.

Develop and implement individual and small group academic interventions for students.

Foster relationships with parents and families, volunteers, and other caring-adult mentors and program supporters in the community.

Plan and supervise community and college visits.

Maintain confidential program records and files.

Perform such other related tasks and responsibilities as assigned by the supervisor or designee.

Teach/co-teach in compliance with curricular requirements of the State and of the Board of Education of District 61.

Remaining current on research, new developments and literature on education, especially in the area of high school and mathematics.

Participation on an appointive, elective, or volunteer basis in the curriculum development process at the building and District levels, as is required to periodically review all curricular areas to keep them up-to-date.

Participation from time-to-time, in the development of District Policies and Administrative Regulations, on an appointive, elective, or volunteer basis.

Perform other related tasks and responsibilities as assigned by building administrators.
The major instructional functions of this position include:

Instructional Delivery

This includes an understanding and the ability to use the principles of learning (motivation, reinforcement, retention, transfer) and the ability to make sound judgments above the use of such instructional techniques as appropriate pacing, questioning, grouping, actively involving the students, and directly vs. indirectly instructing the students.

Human Skills

This includes the ability to stimulate students, bring enthusiasm to the learning process, and provide both a concern and care for the worth and dignity of the individual.

Planning Skills

This includes the ability to develop goals/objectives for content/skills based upon evaluation of student needs, aptitude, and learning styles. Provision for both individual and group learning experience is involved.

Evaluation of Students and Programs

This includes the ability to construct and use diagnostic, criterion reference and student achievement tests. Evaluation also encompasses the maintenance and interpretation of records for students, parents, administrators, and other teachers.

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