This title is in a Civil Service competitive class that is subject to examination. Position is only open to applicants who are permanent as Administrative Community Relations Specialist, or permanent in an equivalent title that is eligible for 6.1.9 to Administrative Community Relations Specialist Specialist.
Position Summary: Under the direct supervision of the Executive Director of Transition and College Access, The Borough Director of the Transition and College Access Center (TCAC) will manage, provide leadership, and ultimately ensure that the TCAC meets the needs of all stakeholders who interact with the Center including: students with disabilities and their families, teachers who visit the center for guidance and professional learning opportunities, teachers and students who avail themselves of learning opportunities during the school day, and external partners such as employers and colleges.
The Director of Transition and College Access will lead implementation of systems and structures, policy and services for students and school staff, in alignment with the vision of the Executive Director of Transition and College Access Centers. Each center must ensure effective transition planning including, but not limited to, the following:
- establishing work-based learning relationships within the community;
- creating a welcoming center for students and their families to learn about effective transitional practices and actively engage with supportive staff to explore and determine post-school opportunities, e.g., college/career/training opportunities;
- ensuring that schools, students and families are well informed about the opportunities the center provides; and
- providing individual supports for students to better understand available services, in order to support a successful postsecondary transition, including college, career and/or independent living.
The Director will ensure that families have a comprehensive understanding of their participatory role in the transition process and their voice in IEP development, and that students are provided developmentally appropriate instruction in self-determination and advocacy skills to support successful transition to college, career, and independent living choices. The Director of The Transition and College Access Center will also prioritize and contribute to the establishment of additional centers, including the responsibilities cited above, and will serve as a community resource for students with disabilities, their families, school-based personnel, and other stakeholders. The TCAC Director will develop systems and structures that support and measure implementation results in the following focus areas:
- supervising and contributing to the development and management of new Career Development and Occupational Studies (CDOS) aligned work-based learning experiences and partnerships between the Transition and College Access Center and borough-based colleges, museums, City agencies and businesses, with the intent of broadening postsecondary college, and career opportunities for all students with disabilities;
- supervising and contributing to the development and oversight of student-centered workshops during the school day that will allow teachers to bring students to the centers to engage in age-appropriate activities designed to foster self-determination and advocacy skills;
- supervising and contributing to trainings, resources and transition engagement activities for families throughout the year, including weeknights, weekends and summer;
- supervising and contributing to the development of weekly professional learning opportunities for school-based transition team leaders in the development of successful transition planning systems and structures, including all components of transition in the Individualized Education Program (IEP), Career Development and Occupational Studies (CDOS) commencement credential and the Skills and Achievement Commencement Credential (SACC). The TCAC Director will partner with borough schools to expand work-based learning (WBL) experiences and opportunities aligned to student goals and reflective of the information gathered from the current vocational assessment; and
- based on thoughtful analysis of data and other indicators of student need, creating and implementing a strategic plan that includes materials, events and services (e.g. college and career fairs) to meet the needs of students with disabilities in their borough.
The Director will ensure student opportunities represent high expectations for students and ensure that students are well prepared for productive opportunities after high school. Performs related work.
Reports to: Executive Director of Transition and College Access Center (TCAC)
Direct Reports: Borough Transition and College Access Center Engagement Coordinator, Borough Office Manager, Borough Curriculum and Professional Development Coordinator.
Key Relationships: Works closely with senior staff of DSISS, including the Chief Executive Director, senior members of the Instructional Team, members of the Transition team and Regional Special Education Technical Assistance Support Center (RSETASC) Transition Specialists, District 75, District 79, Special Education Field Support Deputies and School Superintendents, as well as other Central DOE offices; interacts with a broad constituency of external advocates and institutions including, but not limited to, colleges and employers.
- Develop a network of employers and other community-based organizations in the designated borough that will provide and support relevant and powerful transition opportunities, including self-advocacy skill development, career exploration opportunities, and CDOS-aligned WBL opportunities for students with disabilities, ages 14-21, of varying abilities, across all occupational domains.
- Engage with local community business and nonprofit organizations to provide orientation opportunities to encourage partnership with the center in a variety of methods, including NYCDOE career development opportunities such as job shadowing, mock interviews, career days, and internships.
- Manage and support the assessment of current needs in school practices for supporting the highest attainable graduation path, including the CDOS Commencement Credential, to ensure that students with disabilities are college and career ready. Collect and share evidence of the impact of professional learning opportunities for teachers who work with students with disabilities in the designated borough (including available professional learning opportunities across other City agencies and nonprofit organizations) to support schools in the development of strong sustainable practices.
- Support school-based personnel with professional learning regarding IEP development and the implementation of transition-related components of the IEP, to enable schools to effectively design transition components of the IEP that are in alignment with the goals and needs of individual students.
- Develop a strategic plan, including training and recruitment initiatives across the borough in order to identify, interview, place and onboard students with disabilities in diverse work-based learning experiences.
- Work with internal and external partners to facilitate students progressive acquisition of job skills, before, during and after participation in WBL opportunities, to ensure that students with disabilities have an individualized and well supported CDOS skills acquisition trajectory that is aligned with their respective vocational assessments, IEP goals, measurable postsecondary goals, and a coordinated set of transition activities. This effective coordination will result in students with disabilities having a competitive portfolio when applying to postsecondary college and career opportunities.
- Engage adult vocational rehabilitation agencies to facilitate a seamless transition planning and access to post-school services, including, but not limited to, education, employment and/or training.
- Direct and collaborate with necessary staff and partners, as needed, to provide weekly work readiness workshops that are available for students with disabilities and their teachers during the school day, as well as some weeknights and weekends. These workshops should provide students with disabilities the opportunity to acquire prerequisite skills (including social-emotional skills) necessary to have successful WBL and college experiences.
- Support the synthesis of current needs across the continuum of supports needed for employability skill development for students and families, in order to develop and implement effective transition programming opportunities.
- Produce and monitor data reports from center, including professional development, to ensure that TCAC meets the goal of providing high-quality relevant supports to students and families, and of students having increased postsecondary opportunities.
- Successfully implement strategic systems and support for TCAC staff, to enable effective communication and implementation of key initiatives, to ensure high attendance of all DOE-facing and family-facing learning activities and events.
- Directly manage borough staff in supporting transition for students with disabilities, to ensure diverse and successful work-based learning partnerships across local borough universities, museums, City agencies and businesses, with the goal of demonstrated CDOS skill mastery for students through structured internship planning.
- Implement and oversee digital management system to track and organize student internship application data progress, to ensure streamlined oversight of tracking CDOS skill mastery of students.
- Maintain detailed case records for each borough-based partner, documenting feedback from parents, school staff members, students and workplace after the completion of each WBL opportunity that results in continued satisfaction of all stakeholders, as well as efficient qualitative and quantitative comprehensive reporting, to drive refinement of opportunity, including follow-up reporting with students after they graduate.
- Direct the development of training materials and learning materials that are made available to educators and families, with the goal of continued learning beyond participation in center opportunities.
- Direct the development of training materials and supports necessary, in conjunction with employer and center staff, to ensure that employers are best prepared to support all students with disabilities who meet all participation requirements.
- Check in with instructional staff to ensure that all materials are created and reflect the mission of the TCAC.
- Direct the cohesion of student course offerings across the center, enabling schools to seamlessly schedule student and staff learning opportunities during the school day.
- Direct the creation of capacity-building strategies for the professional development team, and the assessment of the impact of professional development, to enable the data-driven refinement of professional learning opportunities for NYCDOE staff and work-based learning (WBL) internships for students year to year.
- Direct the assessment of students skills and experiences, including the IEP and meaningful vocational assessments, to ensure aligned WBL employment referrals for students with disabilities.
- Direct and oversee all outreach to partners, collaborating closely with other City agencies and related organizations with existing job placement partnerships in the borough for people with disabilities, to avoid redundancy, strengthen existing opportunities as needed, and develop new relationships with external partners that result in maximum industry choices for students WBL opportunities within the borough.
- Manage all strategic responses in collaboration with the Executive Director of TCACs, to elected officials, community members, and other public stakeholders, to ensure the consistent understanding of role, services and progress of the TCAC in the borough.
- Manage a multi-million dollar budget to ensure that resource use is aligned to the strategic vision of the center and to student need.
- Direct, coordinate and support center and per-session staff, as needed, during evening and weekend activities, including work-site monitoring and student/parent workshops, to ensure positive outcomes for students.
- Other related responsibilities as determined by the Executive Director of TCACs.
- Available to work at least one weekend a month and up to two evenings a week, to support student and family access to transition services as well as follow-up and support of partnerships, as needed.
- A baccalaureate degree from an accredited college and four years of full-time community liaison, community organization or community relations experience, at least two years of which must have been in a broad administrative or policymaking capacity with responsibility for planning, organizing, coordinating, developing, evaluating and/or administering a large community service program or activity; or
- Education and/or experience equivalent to 1 However, all candidates must be high school graduates or possess a high school equivalency diploma and have two years of full-time experience in a broad administrative or policy-making capacity as described in 1 above.
- Minimum of (3) years experience managing related work in business, education, or nonprofit sectors.
- Minimum (2) years satisfactory experience designing and leading high-quality, impactful professional adult learning experiences.
- Ability to build relationships with multiple offices within the Department of Education and external offices, establish positive working relationships with administrators, school staff and colleagues, and build their capacity.
- Understanding of IDEA and NYS regulations regarding students with disabilities, including transition and work-based learning.
- Exceptional organization skills and attention to detail.
- Capacity to work under pressure and effectively prioritize work in a demanding environment.
- Excellent written and oral communication skills.
- Demonstrated effectiveness in resource management.
- Demonstrated effectiveness in managing a team of people toward great results.
- Experience researching, organizing, and conducting professional development.
- Experience with managing complex projects toward expected outcomes.
- Experience implementing high-quality adult development learning experiences consistent with research-based implementation practices.
- Demonstrated experience in managing partnerships to affect desired outcomes.
- Strong presentation and networking skills.
- Ability to use MS Office Suite. Proficient in use of social media.
- Demonstrated experience in successfully managing program budgets.
- Superior project planning and analytical skills.
- Ability to advance complex agendas, build effective collegial relationships and manage multiple priorities.
- Ability to strategically manage multiple tasks simultaneously.
- Collaborative approach to managing projects and activities.
- Self-motivated, deadline-oriented, flexible, and able to work independently and within teams.
- Master s degree in business, marketing, psychology, social work, public policy or related field.
- Knowledge of research-based practices in supporting students and/or adults with disabilities as they transition to college and career settings.
- Knowledge of adult service systems and postsecondary options available to students with disabilities. Knowledge of CDOS standards and their applicability to acquisition of work readiness and life skills.
- Ability to appreciate multiple perspectives and paradoxes within a solutions-oriented approach.
- Additional prior experience in one of the following areas (exclusive of area of Masters degree): human resources, business, public policy, psychology, sociology, education.
- Well-organized, with a high level of energy, determination, and perseverance to act as an agent of change in a demanding organization.
- Experience leading in a start-up environment.
- Experience in New York City Schools.
- Cross-functional knowledge of personnel management, financial management, public administration, and other operational aspects of the organization.
- Internal candidates preferred.
(Internal candidates who are selected for this position and who currently hold comparable or less senior positions within the DOE will not make less than their current salary.)
Please include a resume and cover letter with your application.
Applications will be accepted through July 8, 2019 until 3:00 p.m.
NOTE: The filling of all positions is subject to budget availability and/or grant funding.
This position is open to qualified persons with a disability who are eligible for the 55-a program. Please indicate in your cover letter that you would like to be considered for the position under the 55-a program.
AN EQUAL OPPORTUNITY EMPLOYER
It is the policy of the Department of Education of the City of New York to provide educational and employment opportunities without regard to race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. Inquiries regarding compliance with this equal opportunity policy may be directed to: Office of Equal Opportunity, 65 Court Street, Room 1102, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO