Director of Title I Programs - Instructional Services Facility

JOB SUMMARY: Plan, supervise, and coordinate all phases of the District's Title I program. Integrate knowledge of the Every Student Succeeds Act (ESSA) within the system. Promote equity, access, and opportunity to meet the needs of students from diversified backgrounds. Assist with communication between departments and Title I team members and programs. Ensure compliance with State and Federal mandates and grant application requirements and work directly with key stakeholders.

ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.

• Collaborate with Performance Improvement Leadership Team and evaluate the effectiveness of programs

MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required
• Bachelor's degree
• Two (2) years of professional instructional leadership work experience
• Experience working with Title I students
• Colorado Department of Education (CDE) Administrator/Principal license
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Intermediate knowledge of Microsoft Office
• Intermediate knowledge of special education laws
• Advanced knowledge curriculum and instruction and budgeting and accounting
• Advanced knowledge of requirements for compliance of federal and state guidelines (NCLB) for Title I
• Advanced verbal and written communication skills
• Advanced interpersonal relations skills
• Advanced organizational skills
• Advanced skills in human relations and leadership
• Advanced skills in public relations, conflict resolution, and problem solving
• Advanced skills in dealing with students and staff with diverse needs at various levels
• Ability to work independently and collaboratively with others
• Ability to be flexible and adjust to changing priorities
• Ability to effectively motivate and supervise people
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator
• Ability to promote and follow the Board of Education policies, District policies, and building and department procedures, protocols, and guidelines

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Medium work strength level (lifting or carrying 50 pounds)
• Primarily works indoors
• Typically a moderate noise level
• Occasional bending and reaching
• Occasional standing and walking
• Occasional lifting, pulling, and pushing
• Visual concentration
• Eye/hand coordination
• Normal office environment
• Normal school district environment
• Work location is subject to change to meet the requirements of the organization

DESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement