Frontline Applicant Tracking - Gwinnett County Public Schools

Openings as of 3/15/2025
Administrative/Managerial

Assistant Director Behavior Supports and Interventions - Student Services

JobID: 97047

Position Type:
  Administrative/Managerial/Assist Dir Beh Suppts and Inter


Date Posted:
  3/6/2025


Location:
  Instructional Support Center


Date Available:
  06/01/2025


Job Code:  Assist Dir Beh Suppts and Inter - 020378		Standard Hours:  40		Department:  Student Services - 212114		Empl Class:  NA
Minimum Salary:  $81,610.00/Annually		Maximum Salary:  $118,395.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications:  Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.

Education Qualifications:  Master's degree in related field required.

Experience Qualifications:  Five years of successful public school experience to include administrative and supervisory tasks with previous experience in handling local school disciplinary matters and exposure to due process proceedings required.

Skills Qualifications:  Strong interpersonal, communication, and conflict resolution skills; ability to work with individuals or groups; knowledgeable of total school program, due process procedures, and school law; ability to maintain composure and exhibit objectivity in emotionally charged situations; effective skills in training adults; ability to analyze existing processes and identify areas for improvement; and ability to act as a representative of Gwinnett County Public Schools.

Primary Responsibilities:  Assist the Director of Behavior Support and Interventions in identifying, planning, coordinating, and implementing improvements to the district's disciplinary and intervention programs.

1.       Assist all operationsand continuous improvement efforts of the Behavior Supports and InterventionOffice to support the district’s goal of establishing and maintainingan effective multi-tiered system of supports by establishing a supportive,inclusive, and positive school and classroom environment.  

2.        Assist with the design, develop, and implementationof intervention programs to improve student behavior within the multi-tieredsystem of supports.
a.        Provide leadership of the design, delivery,and evaluation of staff development for all staff involved with positivebehavior intervention and support strategies, in-school suspension andbehavior support and evaluation.
b.        Direct the development of intervention programsand strategies to improve student behavior in schools and to support afeeling of belonging and the development of social and emotional competencies.
c.        Establish district expectation for schoolclimate and culture through positive behavior support.

3.        Monitor disciplinary data to assist in identifyingsupport needs in the areas of behavior and climate for the district.

4.        Support established district expectationsfor professional development around positive behavior strategies and interventions.

5.        Direct training activities and functionsrelated to student behavior supports and interventions.
a.        Conduct training and provide support forschools implementing positive behavioral interventions and support.
b.        Oversee training in school climate supportincluding, de-escalation, culturally responsive, trauma-informed and SELstrategies.  
c.        Visit local schools to meet with principals,PBIS team and other behavior support personnel to monitor and assist withbehavior implementation and interventions.
d.        Direct the implementation of classroom managementtraining and interventions to be offered as a resource to local schools.

6.        Provide leadership and guidance to schoolsfor the implementation and sustainability of Positive Behavior Interventionand Support (PBIS).  
a.        Direct the consultation process with principalsand assistant principals related to matters pertaining to PBIS.
b.        Guide and advise schools on programming toimprove student behavior.
c.        Serve as the district liaison to the stateon the PBIS program, to receive and communicate expectations, changes,and updates to the PBIS program.

7.        Maintain current knowledge of research basedframeworks and best practices regarding behavior support and interventions. 
a.        Establish program guidelines, professionaldevelopment expectations and monitoring processes for In-School Suspension(ISS) at all schools with a focus on reflection, SEL and restorative strategies.
b.        Prepare and present behavior support andintervention presentations for the Summer Leadership Conference and otherevents as required.

8.        Recommend changes to existing practices orprocesses where appropriate to ensure continuous improvement of the department.

9.        Ensure world-class customer service is providedby the Behavior Support and Intervention Office.

10.      Perform other duties as assigned.    

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 3/15/2025
Administrative/Managerial

Coordinator of Academies, Career, Technical, and Agricultural Education - College and Career Development

JobID: 97083

Position Type:
  Administrative/Managerial/Coord Academies


Date Posted:
  3/7/2025


Location:
  Instructional Support Center


Date Available:
  07/01/2025


Job Code:  Coord Academies - 020260		Standard Hours:  40		Department:  College and Career Development - 221300		Empl Class:  NA
Minimum Salary:  $84,796.00/Annually		Maximum Salary:  $122,319.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.

Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred.

Experience Qualifications: Three years preferred experience and expertise with Career, Technical, and Agricultural Education instruction at multiple levels with proven leadership in development and implementation of curricular content required. Experience in the design and delivery of professional development to support research-based best practices in instructional methodology and experience working with business and community agencies preferred. Experience as an instructional coach or similar staff development role preferred.

Skills Qualifications: Ability to work successfully with colleagues; ability to lead the development and support of Career, Technical, and Agricultural Education (CTAE) and College and Career Academies; strong verbal and written communication skills; ability to be task oriented, a visionary leader, and possess successful project management skills; strong technology skills in Microsoft Office; ability to project and generate a positive attitude; and ability to effect change.

Primary Responsibilities: Provide leadership to plan, direct, and implement Career, Technical, and Agricultural Education (CTAE) programs and support the implementation of College and Career Academies.

1.  Program Development and Implementation
• Support the planning and implementation of College and Career Academies and Career, Technical, and Agricultural Education (CTAE) programs.
• Work with local school leadership to provide guidance and support for creating and sustaining high-quality CTAE programs.
• Organize, develop, and manage specialized programs within the school district (e.g., End of Pathway Assessments, Industry Credentialing, Work-Based Learning, CTSOs, Clinical Experiences, Internships, etc.).
• Provide monitoring and coordination with local school administrators to ensure program effectiveness.
• Monitor and evaluate school needs for laboratory equipment and any applicable grants that may support CTAE-specific programming.

2.  Professional Development and Training
• Facilitate professional development for CTAE teachers and College and Career Academy staff.
• Coordinate the training and mentoring of CTAE teacher leaders and College and Career Academy coaches and leads.
• Use data and observations to provide professional development and coaching with the use of digital content, varied instructional delivery methods (face-to-face, online, blended learning) and Collaborative Learning Teams to enhance student achievement.
• Maintain knowledge of research-based educational best practices in the field.

3.  Curriculum and Assessment
• Collaborate with district and local school staff to develop and implement high quality CTAE programming and curriculum.
• Oversee the development of instructional calendars, common assessments, End of Pathway Assessment crosswalks and other curriculum supports.
• Provide support for articulation and vertical alignment of programs with secondary and post-secondary opportunities.
• Work in collaboration with other departments to maximize teacher effectiveness as it relates to CTAE curriculum, instruction, and assessment.
• Identify resources and supports to assist teachers with differentiation to meet all students? needs in the CTAE programs.
• Model exemplary practices regarding effective teaching strategies in the classroom.

4.  Partnership and Community Engagement
• Recruit, develop, and maintain business and community partnerships.
• Serve as the liaison, as needed, between local schools and business/industry partners (e.g., guest speakers, student and teacher mentors, CTSO judges, Work-Based Learning placements, etc.).
• Create protocols for district-wide advisory committees and serve on those committees.
• Assist local schools with advisory committees.

5.  Program Support and Administration
• Assist the Director of ACTAE in the monitoring and evaluation of CTAE programs throughout the district and recommend enrichments and/or modifications to enhance the student learning experiences.
• Collaborate with the Director of ACTAE to complete routine and unique projects.
• Work across divisions to implement the vision, mission and goals of GCPS and the Department of College & Career Development.
• Maintain and update program processes and documents as needed.

6.  Additional Responsibilities
• Demonstrate a flexible, adaptive, and responsive approach to the needs of GCPS and the students, educators, school organizations, and communities that it serves.
• Convey a positive and professional image to staff and public
• Engage in continual learning to deepen knowledge and understanding of current and emerging trends, technologies, laws, and requirements related to CTAE

7.  Perform other duties as assigned.      

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 3/15/2025
Administrative/Managerial

Coordinator of Instructional Technology Integration - Technology Training

JobID: 97149

Position Type:
  Administrative/Managerial/Coord Inst Tech Integration


Date Posted:
  3/11/2025


Location:
  Instructional Support Center


Date Available:
  03/17/2025


Job Code:  Coord Inst Tech Integration - 020142		Standard Hours:  40		Department:  Technology Training - 222227		Empl Class:  NA
Minimum Salary:  $84,796.00/Annually		Maximum Salary:  $122,319.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.

Education Qualifications: Master's degree in related field required. Specialist or doctorate degree in related field preferred.

Experience Qualifications: Five years of successful teaching and/or administrative experience required, with an emphasis on the use of instructional technology in a K-12 school preferred.

Skills Qualifications: Strong leadership skills, strong communication skills, ability to manage multiple projects, experienced in the development, implementation & evaluation of staff development, knowledge of adult learning characteristics, and ability to analyze data to determine program needs.

Primary Responsibilities: Responsible for supporting the Director of Instructional Technology Services in developing, implementing, and evaluating a comprehensive instructional technology program for Gwinnett County Public Schools (GCPS).

1. Support the Director of Instructional Technology Services in the development and implementation of a shared district vision for the comprehensive integration of technology that leads to school improvement  
a. Work with district leaders to develop a shared vision and plan for the integration of technology in instruction.
b. Lead the assessment, design, development, implementation, and evaluation of training for multiple types of instructional technology.
c. Coordinate instructional technology training with other curricular programs and central office departments.

2. Support the Director of Instructional Technology Services in developing and implementing an effective instructional technology program.
a. Develop and implement an instructional technology program which supports the district's vision, mission, and goals
b. Implement a process for continuous improvement of the instructional technology program based on review of program data and customer feedback.
c. Ensure alignment of the instructional technology program with state and national standards for instructional technology, staff development, and training.

3. Provide effective professional development.
a. Develop and implement a comprehensive and integrated model of staff development for Instructional Technology and Innovation Coaches, based on district goals, research, data, and customer feedback.
b. Identify and evaluate current research, content knowledge, and trends in instructional technology.
c. Provide support to Instructional Technology and Innovation Coaches and administrators in the development and delivery of appropriate staff development opportunities in instructional technology.

4. Communicate program direction.
a. Support the Director of Instructional Technology Services in communicating goals, mission, and vision of the district as related to the instructional technology program to various internal and external audiences.
b. Support the partnership established by the Director of Instructional Technology Services with key internal and external audiences, such as various departments within the district, Department of Education, UGA ETTC (Educational Technology Training Center), area universities, and professional and industry organizations.
                                                                                                                                                                                                                                                                                                                                                                                                                   
5. Manage program area.
a. Prepare budgetary requests and recommendations for the instructional technology program for the annual budget development.
b. Support the Director of Instructional Technology Services in management of the budget for the instructional technology program.
c. Supervise personnel in the instructional technology office.
d. Supervise the work of contractors employed by the instructional technology and training office.
e. Supervise the Instructional Technology and Innovation Coach screening process to ensure that principals have a qualified pool of candidates.
f. Review and propose to the Director of Instructional Technology Services policies and procedures related to the instructional technology program.
g. Plan for continuous improvement through the Operational Management Plan (OMP) for the division.
h. Monitor program area progress through data driven evaluation.

6. Perform other duties as assigned.      

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 3/15/2025
Administrative/Managerial

Coordinator of STEM - College and Career Development

JobID: 95854

Position Type:
  Administrative/Managerial/Coordinator of STEM


Date Posted:
  1/16/2025


Location:
  Instructional Support Center


Date Available:
  01/21/2025


Job Code:  Coordinator of STEM - 020400		Standard Hours:  40		Department:  College and Career Development - 221300		Empl Class:  NA
Minimum Salary:  $84,796.00/Annually		Maximum Salary:  $122,319.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission. Valid Georgia Educational Certificate in the area of math/science preferred. Valid Georgia driver's license required.

Education Qualifications: Master's degree in Education, STEM, or a related field required; a Georgia Educator's Certificate in Educational Leadership is preferred.

Experience Qualifications: At least five years of experience in STEM education, with demonstrated expertise in curriculum development, professional development, and project-based learning.

Skills Qualifications: Strong communication and project management skills; strategic planning, leadership and/or professional learning, adept at apply or learning STEM content; problem-solving and innovative thinking; proficient in instructional and productivity technology applications.

Primary Responsibilities: The STEM (Science, Technology, Engineering, Math) Coordinator will lead and support innovative STEM programming across the district that emphasize authentic STEM integration and real-world applications. This role collaborates with other STEM curriculum offices, STEM-focused schools, and Georgia DOE to develop future-ready learning opportunities for students through STEM certification, STEM focused PBL, and real world experiences.

1.     Design, lead, and support districtwide STEM programming aligned with district strategic priorities and goals to develop future-ready students.
a.      Partner with relevant STEM curriculum offices to support implementation and monitor effectiveness of STEM programming in schools (e.g. School STEM focus, STEM certification).
b.      Design and support the district vision for STEM education in partnership with curriculum offices and local schools.
c.      Support elementary STEM specials by providing high-quality teacher professional development and resources.
d.      Leverage community partnerships and continued professional learning to ensure STEM learning is aligned with future-ready skills and real world problems.
e.      Collect and analyze data on student performance, teacher feedback, and program outcomes to continuously improve the STEM curriculum and instruction.
f.       Develop and sustain coherence and alignment between science, mathematics, CS for All, CTAE, and AI-Ready learning.

2.      Coordinate, design, and deliver professional learning for both leaders and teachers.
a.      Determine professional learning needs using data, school and program needs, and strategic planning.
b.      Develop and provide professional learning opportunities by modeling and facilitating STEM instruction with teachers and leaders.
c.      Develop and facilitate staff development that aligns with district STEM and/or PBL framework, STEM certification requirements, Portrait of a Graduate, and district future-ready initiatives.
d.      Facilitate and support districtwide STEM collaborative learning teams, including vertical collaboration teams.
e.      Demonstrate practical application of research-based, learner-centered instructional strategies including the Quality-Plus Teaching Strategies and research-based STEM strategies.
f.       Ensure appropriate alignment of science, computer science, engineering, and math AKS in cross curricular learning, focusing on real-world problem solving.
g.      Provide guidance or resources for STEM related endorsements when needed.

3.     Manage GCPS STEM Resident program
a.      Support STEM Resident high schools as needed with selection and placement of STEM residents.
b.      Provide professional development to STEM Residents to support their implementation of high-quality STEM instruction.
c.      Partner with the district STEM team in delivery of PD and resource content to ensure alignment.

4.     Develop and maintain key partnerships to support the success of STEM in GCPS.
a.     Engage in relevant advisory boards to strengthen STEM partnerships and opportunities (e.g. Comprehensive Local Needs Assessment meetings, Gwinnett Regional Science and Engineering Fair board, CTAE districtwide advisory boards, etc.)
b.     Lead partnership with Georgia DOE STEM team and serve as liaison between GCPS, schools, and DOE during STEM certification.
c.     Develop strong partnerships between principals, assistant principals, and STEM leads at STEM-focused schools.
d.     Work closely with relevant district office departments and community stakeholders to align STEM initiatives with workforce needs and emerging trends.
e.     Promote opportunities for students to participate in STEM-related competitions and events (e.g.robotics competitions, science and engineering fair, CTSOs) to extend their learning experiences.

5.     Lead and manage multiple projects in alignment with the state, district, division, and office goals.
a.      Demonstrate organization, communication, collaboration, and systematic planning.
b.      Determine systems of evaluation for project monitoring.
c.      Create and implement project plans.
d.      Support budget planning and implementation.
e.      Communicate key updates to other STEM team members (curriculum offices, local schools).
f.       Create a system of collaboration for the district STEM team.

6.     Demonstrate leadership of content knowledge and professional growth internally and externally.
a.     Engage in continual learning to deepen content and pedagogical knowledge in STEM, PBL, and other  future-ready components (current and emerging trends/needs).
b.     Develop and improve knowledge through professional development, conferences, publications, and collegial networks.

7.     Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. The employee is required to operate a motor vehicle in performance of duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 3/15/2025
Administrative/Managerial

Director of Counseling, College and Career - Advisement and Counseling

JobID: 95841

Position Type:
  Administrative/Managerial/Dir Counsel, College and Career


Date Posted:
  1/15/2025


Location:
  Instructional Support Center


Date Available:
  04/01/2025


Job Code:  Dir Counsel, College and Career - 020024		Standard Hours:  40		Department:  Advisement & Counseling - 212120		Empl Class:  NA
Minimum Salary:  $94,727.00/Annually		Maximum Salary:  $134,562.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Georgia certification at the S-5 level in school counseling required. Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.

Education Qualifications: Master's degree in related field required. Specialist or doctorate degree in related field preferred.

Experience Qualifications: Five years of school counseling experience in a K-12 public school with leadership responsibilities in developing and implementing advisement programs directly supporting student academic achievement required. Experience developing and supporting comprehensive school counseling programming in the areas of academic, life skills, career advisement, and crisis prevention and management preferred.

Skills Qualifications: Professional knowledge of counseling theory and techniques; strong leadership skills; ability to lead school counselors in analysis of student achievement data, identification of student academic problems, and identification of appropriate interventions; knowledge of the district's Academic Knowledge and Skills (AKS) and counseling competencies; ability to conceptualize and implement the supervisory tasks of program development and design, organizational management, consultation, and advisement for academic preparation and achievement, including social and emotional support structures; ability to communicate both verbally and in writing in a clear and concise manner; ability to work successfully with colleagues; and demonstrated knowledge of Microsoft Office programs.

Primary Responsibilities: Direct, develop, and implement appropriate programs and procedures for local schools in academic counseling, guidance, and advisement, including but not limited to, college and career readiness, crisis management, and data analysis of student achievement.

1.      Promote the mission of Gwinnett County Public Schools (GCPS) by implementing appropriate programs and procedures for local schools in academic counseling, guidance, and advisement.
a.         Promote the district's mission, vision, and goals through leadership in all areas of responsibilities and job-related functions.  
b.        Lead plans and activities that support the attainment of the objectives of the Division of School Improvement and Operations.
c.        Collaborate with all Academic Support personnel to support the collective responsibilities of the Advisement and Counseling Department.

2.         Oversee program development for the Office of Counseling, College & Career Services.
a.         Plan short and long-range goals for the academic support, social-emotional wellness and college and career planning and exploration for students.
b.        Provide leadership for the design, development, and implementation of strategies for college and career readiness K-12 programs for all students.
c.        Lead the design, development, and implementation of strategies to address impediments to student academic progress.
d.        Analyze data and develop strategies and procedures to evaluate the effectiveness of academic support.
e.        Develop and lead in evaluating and selecting appropriate counseling materials.
f.          Lead implementation and related professional learning of the role of the school counselor.

3.         Direct professional learning opportunities for the Office of Counseling, College and Career Services.  
a.         Plan, coordinate, and deliver professional learning, resources, and opportunities for local school personnel to build and refine skills to meet academic needs of students and remove barriers to student achievement.
b.        Lead and participate in professional development activities.
c.        Lead, present, and participate in educational workshops or sessions appropriate to counselor/program needs.
d.        Review current literature related to academic advisement programs.
e.        Share information acquired through professional growth activities with counselors and others as appropriate.
f.          Incorporate acquired information into improved program delivery.

4.          Coordinate staff services for the Office of Counseling, College and Career Services.  
a.         Consult with other departments in relation to student academic needs and K-12 college and career program.
b.        Provide leadership to local schools counselors and administrators concerning laws, policies, and ethics relating to school advisement issues.
c.        Provide leadership to counselors, administrators, and other school staff regarding alternatives for dealing with student academic concerns.
d.        Provide school staff, counselors, and administrators leadership during crisis situations, identifying student needs, resources, and information related to need.
e.        Provide leadership to local schools in relation to student academic needs student social and emotional wellness structures.
f.         Prepare and oversee the district's college and career services  budget and make recommendations to the budget as needed.
g.        Facilitate communication concerning the counseling, college and career  issues with media.
h.        Monitor and implement changes and coordinate the preparation of reports relative to local initiatives and state policies, mandates, and standards.
i.        Attend and respond to legislative mandates and laws pertaining to student needs in the areas of counseling, college and career services. .
j.        Collect, analyze, and utilize data to identify areas for continuous improvement in counseling, college and career services  practices.
k.       Develop community resources and serve as the liaison between the district and community, including institutions of higher learning, businesses, services, agencies, and district, local, state, and regional professional groups.
l.        Oversee school counselors' roles in Helping Outstanding Pupils Educationally (HOPE) and other scholarship programs.
m.       Provide leadership to local schools in relation to student goal setting, academic plans, career plans, and awareness of the world of work.

5.        Lead continuous quality improvement efforts for the department.

6.      Design, implement, and evaluate the district advisement program and K-12 student leadership program by creating program goals and objectives, identifying best practices, procuring, or developing quality resources and tools, and following a program evaluation process that develops student leadership skills throughout the district.

7.      Perform other duties as assigned.        

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 3/15/2025
Administrative/Managerial

Director Project Management Office - Division of Technology and Innovation

JobID: 94893

Position Type:
  Administrative/Managerial/Dir Project Management Office


Date Posted:
  9/16/2024


Location:
  Instructional Support Center


Date Available:
  09/23/2024


Job Code:  Dir Project Management Office - 020382		Standard Hours:  40		Department:  Division of Technology & Innov - 282651		Empl Class:  NA
Minimum Salary:  $101,688.00/Annually		Maximum Salary:  $143,211.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission. Current professional Project Management certification issued by the Project Management Institute (PMI) or equivalent project management certification preferred, but not required.

Education Qualifications: Bachelor's degree in Education, Instructional Technology, Business Administration, Project Management, or a related field required; Master's degree preferred.


Experience Qualifications: Five years of progressively responsible experience managing a portfolio of strategic initiatives within a K-12 environment and/or information technology environment, with at least two years in a leadership role.

Skills Qualifications: Leadership skills; ability to analyze and solve problems; and ability to translate user needs and problems into creative solutions; proven experience in successfully leading large-scale, complex projects and programs from initiation to completion; technical expertise in implementing large, complex Information Technology (IT) projects or programs; ability to work effectively with a diverse group of technical and project management staff across multiple departments and strategic partners; ability to have a clear focus on customer service, service delivery, and business process change management; demonstrate high degree of logical reasoning; strong strategic thinking and business acumen, with the ability to align project initiatives with organizational goals; exceptional leadership and team-building skills, with a track record of developing and mentoring high-performing project teams; excellent communication and interpersonal skills, including the ability to engage and influence stakeholders at all levels of the organization; proficiency in project management software tools and applications; experience in change management, process improvement, and organizational transformation; ability to thrive in a fast-paced environment and adapt to shifting priorities; strong analytical and problem-solving capabilities coupled with a results-driven mindset; successful candidates must be comfortable providing leadership and direction in a matrix environment where project resources are not reporting directly into the PMO.

Primary Responsibilities: The Director of Project Management Office (PMO) is responsible for overseeing and leading strategic initiatives for the Technology and Innovation division. The Director of Project Management Office (PMO) establishes and maintains project management standards, processes, and practices across the division. The role includes a wide range of responsibilities that ensure the successful execution of projects and alignment with organizational goals. The Director of the PMO will collaborate with departments ensuring the successful delivery of projects across the organization.

1.       Implement project management best practices including the delegation of work, management of assignments, annual performance goals and reviews as well as provide on-going motivation, coaching, guidance feedback, and mentoring support to staff.  

2.        Direct and guide staff on delivery of projects/programs on time, within scope, and on budget.  

3.        Lead, develop, and manage a high-performing teams within a matrix environment.  

4.        Establish and champion project management best practices, methodologies, and standards within the organization.  

5.        Direct the project prioritization process to assess which project proposals have the most significant impact and are aligned strategically to the district's vision.  

6.        Direct and establish Project Management governance including the PMO role and operating model.    

7.        Create a Center of Excellence to develop project management practitioners and to share knowledge and industry best practices.  

8.        Collaborate with executive leadership to define and prioritize strategic projects that contribute to the district’s strategic plan and operational efficiencies.  

9.        Provide strategic oversight of project portfolios, ensuring alignment with district goals and timely delivery of projects within scope, budget, and schedule.

10.        Implement effective project governance frameworks, including risk management, issue resolution, and change management processes.  

11.        Establish standards and methodologies for project management process, tools, and templates.  

12.        Monitor project performance metrics, analyze data, and provide regular status reports to executive stakeholders.  

13.        Foster strong relationships with internal and external stakeholders, ensuring effective communication and collaboration throughout the project lifecycle.

14.        Drive continuous improvement initiatives within the PMO to optimize project delivery processes and enhance overall project management capabilities.  

15.        Stay abreast of industry trends and emerging technologies to recommend innovative solutions that drive innovation.  

16.        Perform job duties as assigned.  

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 3/15/2025
Administrative/Managerial

Director Special Education - Special Education/Psych Administrative Services

JobID: 95932

Position Type:
  Administrative/Managerial/Dir Special Education


Date Posted:
  1/23/2025


Location:
  Instructional Support Center


Date Available:
  03/24/2025


Job Code:  Dir Special Education - 020301		Standard Hours:  40		Department:  Sp Ed/Psy Administrative Srvcs - 221208		Empl Class:  NA
Minimum Salary:  $105,273.00/Annually		Maximum Salary:  $147,743.00/Annually		Scheduled Days:  245		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.

Education Qualifications: Master's degree in education or related field required. Specialist or Doctorate preferred.

Experience Qualifications: Five years education experience with three years of special education or related supervisory experience required.

Skills Qualifications: Ability to work successfully with colleagues including school-based personnel, community members, and external customers; ability to lead the development of effective, appropriate instructional programs for disabled students; ability to effectively lead and supervise others; ability to analyze and solve complex problems; general knowledge of Pre-K -12 curriculum; functional knowledge of all relevant local, state, and federal requirements regarding special education programs; effective communication skills; ability to project and generate a positive attitude; and ability to effect change.

Primary Responsibilities: Provide guidance and leadership to ensure that appropriate and comprehensive instructional programs are provided for disabled students.

1.      Supports all GCPS schools with planning, scheduling, progress monitoring, implementation, and improvement of special education programming in order to improve student achievement.
a.        Oversee the work of Cluster Special Ed Coordinators as they provide support to schools, teachers and students in Special Ed programs to: access curriculum and instruction, designing and implement targeted professional development based on the needs of the school, provide support with staffing   needs, consult with school regarding behavioral needs of students and provide needed resource that will result in increased student achievement for students with disabilities.
b.        Monitors and assists in the development and implementation of activities for transition to post-secondary activities for student with disabilities.
c.        Leads and continuously monitors efforts to improve high school graduation rates for students with disabilities.
d.        Works in collaboration with the Special Education Director of Instructional Services to improve teaching and learning for students with disabilities.
e.        Works in collaboration with the Special Education Director of Instructional Services to evaluate existing programs, establish new programs, and recommend changes and additions as needed.
f.        Works in collaboration with the Special Education Director of Compliance to disseminate information concerning Special Education regulations and appropriate due process procedures.
g.          Works in collaboration with the Special Education Director of Psychological Services to ensure that students with disabilities are appropriately identified in a manner consistent with federal and state Child Find mandates.
h.        Work in collaboration with other departments to ensure a correlation exists between course numbers and courses offered to special education students.

2.       Communicate district, department, and program direction.
a.        Develop plans consistent with the mission, vision, and goals of the school system.
b.        Attend various internal and external meetings as a representative for students with disabilities.
c.        Work collaboratively with external organizations.
d.        Represent the department and district through contact with high-level internal and external stakeholders.

3.       Supervise Special Education Personnel.
a.        Follow policies and procedures regarding evaluations. Ensure evaluations are completed in accordance with the district timeline.
b.        Manage and approve leave.
c.        Review and respond to request for milage and conference travel.  
d.        Preform periodic needs assessment of direct reports to determine professional development activities to maintain knowledge of current trends, research, and programs to further the district’s efforts to deliver a high level of instruction to students with disabilities.  

4.       Perform other duties as assigned.    

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. The employee is required to operate a motor vehicle in performance of duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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