Job Title: Manager, Postsecondary Transition
Office: Office of Teaching and Learning
Date Posted: 4/28/2021
Salary Range: 1-5 / $92,748 - $104,655
NTE Date: N/A
The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:
- Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
- Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
- Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
- Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
- Engage Families: Deepen partnerships with families and community.
The mission of the Office of Teaching and Learning (OTL) is to deliver high-quality instructional resources, enhance classroom practice and scale effective programs to increase DCPS student achievement and prepare all students for success in college, career, and (see application details) spans four core competency areas:
- Professional learning;
- Enrichments and interventions; and
- Formative assessment.
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.
The Division of Specialized Instruction (DSI) works to provide a high quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and supports for students with disabilities.
The Manager, Postsecondary Transition is responsible for managing postsecondary transition programs and services; overseeing the evaluation of programs and services to determine whether outcomes are being achieved; and supporting stakeholders involved in the postsecondary transition process for DCPS youth with disabilities.
The Manager, Postsecondary Transition will report to the Director, Postsecondary Transition.
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.
Develops evidence-based transition program models; and interprets state and local policy for use in planning effective transition programs.
Manages community work experiences for students in the community; ensures students across all educational environments have the opportunity to engage in paid work experience; and connects program participants with community-based programs for work-readiness experiences.
Oversees mentor recruitment program and pairing; ensures program fidelity and sustainability; and manages the operational aspects of the mentoring program.
Develops and implements professional development for community partners; plans program orientations; organizes strategic planning meetings with partners; and monitors student performance in partner programs.
Develops overall program strategy and clear, specific, and ambitious performance measures for multiple projects and operational priorities; and translates targets into individual work goals and deliverables for other team members.
Leads the implementation of program strategy; assesses and tracks project progress regularly using various computer programs and tools; and drives project completion holding others accountable for responsibilities and deadlines.
Assigns, directs, and evaluates the work of direct reports; guides and supports the professional development and training of reports; and helps implement team's HR needs, such as hiring, performance evaluation, and team structure.
Determines resource needs for program success within context of broader DCPS strategy and initiatives.
Helps manage the analysis and presentation of data and progress of data-driven initiatives for senior management team and external audiences; and communicates progress to key stakeholder groups and incorporates their input.
Anticipates, identifies, and resolves complex obstacles to success of overall program, as well as specific projects.
Interviews and surveys key stakeholders to determine opportunities for improvement; researches specific issues; and develops detailed recommendations and implementation plans to resolve.
Builds relationships and liaises with various internal departments to drive collaboration and project success; and interacts with and responds effectively to urgent requests from multiple internal and external DCPS stakeholders.
Identifies and systematizes successful operational and project management methods across the department; and develops and strengthens resources for program evaluation and support.
Stays closely aware of progress of projects, high-level initiatives, and emerging issues across DCPS organization; and pro-actively helps to adjust program approach based on changes in direction, priorities, and resources.
Stays aware of innovations, developments in policy, and research; and advises on proposed legislation, policies, procedures, and directives affecting the specific department and projects assigned.
- Bachelor's degree and four to six years of related work experience.
- Master's degree preferred.
- Previous exposure to or experience in the education sector a plus.
- Previous experience creating programs for postsecondary transition preferred.
- Has deep working knowledge of Individuals with Disabilities Education Act (IDEA) transition requirements; performance indicators related to secondary transition and monitoring of postschool outcomes; and state and local policies governing the implementation of transition services for students with disabilities.
- Possesses an understanding of data collection procedures and the use of systems for program evaluation in determining the impact of programming.
- 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.