Friendship Public Charter School

Director Multi-Tiered Systems of Support (MTSS)

Vacancy for School Year
2021-22
Class
Full-Time
Location
US-DC-Washington
Campus
Friendship Public Charter School

Overview

Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC. Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Nearly 70% of students are deemed “at-risk” due to family poverty, homelessness or other complex risk factors and 100% of students are deemed eligible for free and reduced lunch due to community poverty. 98% are African American or Latino.  The mission of Friendship Public Charter School (FPCS) is to prepare students to become ethical, literate, well-rounded and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities

 

The Director of Multi-Tiered Systems of Support assists in all matters pertaining to the development and implementation of a consistent Multi-Tiered System of Support (MTSS) model of tiered intervention processes and procedures across the district.  The MTSS Director will provide information and professional development to school site teams, ensuring that MTSS components are established in the network and ensuring student success.

Responsibilities

  • Guide the network in the development and implementation of MTSS models and frameworks at school sites
  • Model the use of data to drive decision making
  • Collaborate with school sites to develop and implement infrastructure to support collaborative planning and problem solving
  • Provide technical assistance to school sites to develop plans to monitor and evaluate the fidelity of core, supplemental, and intensive instruction and supports.
  • Support the implementation of a documentation system to ensure sufficiency of supplemental (targeted) and intensive interventions.
  • Model and facilitate the evaluation of the types of responses to instruction/intervention for large groups, small groups, and individual scholars.
  • Participate as a member of the Instructional Division/Academic Team
  • Ensure the development of MTSS models and processes at each school site, based upon parameters established by Friendship
  • Identify clear processes for universal screening, which will be used to identify scholars who need additional support
  • Establish a progress monitoring process and data collection procedures, including cut points and entrance/exit criteria
  • Meet with Instructional Support Teams at each site to provide support for intervention implementation
  • Ensure the development, identification, and establishment of interventions at Tier II (supplemental) and III (intensive) at each school site
  • Plan and implement teacher in-service and professional development at each school site
  • Assist sites in analyzing scholar needs and linking scholar needs to appropriate interventions for struggling scholars
  • Establish connections for MTSS framework and philosophy to other network initiatives
  • Identify expectations for the use of MTSS/RTI for both academics and behavioral concerns
  • Performs other job related duties as required

Qualifications

  • Broad understanding of the MTSS structures and systems
  • Deep understanding of current MTSS literature
  • Clear knowledge of the application of a MTSS model at the elementary (PS-3), middle (4 - 8)  and high school (9 - 12) levels
  • Deep understanding of various types of assessments
  • Ability to use data for decision-making regarding scholar needs at the campus level and district level
  • Ability to design broad scale MTSS framework for adoption at site levels
  • Ability to conduct professional development in all aspects related to MTSS, including philosophy, problem-solving methodology, system change, universal screening, progress monitoring, decision making, intervention methods at all tiers for both academic and behavioral needs
  • Ability to work in a high demand environment
  • Ability to lead large and small groups through change efforts
  • Experience with implementing and organizing a MTSS model at a school or across multiple campuses
  • Experience leading a team across multiple campuses as well as providing targeted support
  • Bachelor’s degree in education or related field, master’s degree preferred
  • Certified in education or related field
  • A minimum of 5-years teaching experience, special education teaching experience preferred
  • Effective November 1, 2021, all adult employees, contractors, interns, and volunteers working in person in a public, public charter, independent, private, or parochial school in the District of Columbia, and all adult employees, contractors, interns, and volunteers working in person in a child care facility regulated by the Office of the State Superintendent of Education, shall have received a full course of a vaccination against COVID-19 unless they have been granted an exemption from such vaccination pursuant to, and are compliant with the requirements of, Section IV of this Order.”

FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws.  This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment.  Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.

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