Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
Divisions/Teams
The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.
The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.
The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Specialist, Locations and Procurement supports the planning and efficient allocation of special education resources across DCPS by monitoring classroom capacity, analyzing enrollment and trend data, and making data-informed recommendations for staffing, facilities, and classroom needs. The role coordinates the student change of location requests. Additionally, the specialist develops and maintains data tracking tools, oversees projects related to school openings and extended year services, and improves operational processes. The position also coordinates procurement and budget functions including purchase orders, invoices, and receiving reports while monitoring spending and advising leadership on progress, emerging issues, and shifts in team spending priorities.
This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Specialist, Locations and Procurement will report to the Director, Secondary Specialized Instruction and Programming.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
-
Monitors and manages special education capacity across all DCPS schools and classrooms utilizing existing data systems, including classroom rosters and available student seats.
-
Collects and maintains qualitative and quantitative data related to special education services available across DCPS schools and classrooms, including school locations and offerings, school accessibility (ADA compliance), and other pertinent factors.
-
Analyzes and presents current and historical data to determine future DCPS special education resource needs, including staffing, facilities, and other resource requirements.
-
Makes informed recommendations regarding special education classroom capacity needs and planning.
-
Tracks and processes change of location requests for students receiving special education, including related documentation.
-
Schedules and facilitates DSI Location Team Meetings to review change of location requests for special education students.
-
Tracks and monitors enrollment and transfer of DCPS students receiving special education services; analyzes and presents related enrollment and transfer data.
-
Liaises and maintains positive relationships with school-based leadership, DSI Staff, and other DCPS offices.
-
Maintains and develops data tracking tools to maximize resource allocation in conjunction with the Office of Data and Accountability and other stakeholders.
-
Manages small to medium-sized projects related to school opening, extended school year services, and other DSI initiatives.
-
Develops new and revises existing DSI processes regarding student location and DSI resource management.
-
Manages budget tool and tasks related to the team budget such as securing purchase orders, processing invoices; soliciting price quotes; and keeping team aware of budget-related obligation, spend and fiscal deadlines.
-
Stays closely aware of progress of projects, high-level initiatives, and emerging issues across DCPS; and advises the Director of developments that impact or change the direction of programmatic priorities.
Qualifications
-
Bachelor's degree and three to five years of related work experience.
-
Master's degree preferred.
-
Previous exposure to or experience in the education sector a plus.
-
Two to four years of related work experience, including experience managing qualitative and quantitative data and exposure to or experience in the special education sector.
- Specific experience in special education and project management preferred.
- Experience working in a medium to large urban or suburban school district preferred.
-
STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
-
COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
-
EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
-
EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
-
TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
-
JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [email protected].
