Federal Programs Coordinator - Asheville, United States - Asheville City Schools

Asheville City Schools Asheville, United States

4 weeks ago

Description

ASHEVILLE CITY SCHOOLS JOB DESCRIPTIONFEDERAL PROGRAMS COORDINATORGENERAL STATEMENT OF JOBThe Federal Programs Coordinator provides oversight and leadership to the public school unit (PSU) for the effective coordination of Federal Programs and oversight of Title I, II, III, and IV budgets and supports.

SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONS

Federal ProgramsTitle I Part A
Improving the Academic Achievement of the DisadvantagedTitle II Part A
Training, Preparing & Recruiting High-Quality Teachers and PrincipalsTitle III Part A
Language Instruction for English Learners & Immigrant Students (if applicable)Title IV Park A
Student Support and Academic Enrichment GrantsTitle IV Part B 21st Century Schools Create/Develop Title IV Part B application and/or continuation application to be submitted annually.
Create/Develop annual applications for Title I Part A, Title II Part A, Title III Part A, Title IV Part A, and Title IV Part B.
Approve purchase orders and reimbursement requests through LINQ for Title I Part A, Title II Part A, and Title IV Part A programs.
Comply with state and federal employment guidelines
Document and monitor compliance with Federal Uniform Guidance
Coordinate services with Multi-Lingual (ML) providers.
Prepare Federal Consolidated Monitoring review documents as required.
Meet with school-level personnel directly involved with program coordination.
Conduct Annual Equitable Services consultation for private schools
Monitor services for private schools, including needs assessments, goals, and employees
Monitor and approve timesheets for federal employees
Maintain documentation for all titled programs and related Federal Grants
Understand North Carolina Early Literacy and End of Grade assessments
Analyzed student outcomes by tracking student assessments K-5

GRANT WRITING:
Ensure compliance with the rules and regulations administered by the grantor; oversee special audits conducted by the grantor.

Perform functions of financial administration and reporting to include, but not limited to:

preparation and timely submission of grant applications and reports, development and adjustment of associated budgets, coordination of budgeted funds, screening and processing requests for expenditures, and ensuring the timely application for reimbursement from the state.

Serve as a liaison with principals and other departments on issues regarding grants. Collaborate with the Exceptional Children Director for community partnerships and grant writing. Monitor interventions and programs funded by grants to ensure compliance with grantor guidelines.
Assign certain grants and/or related responsibilities to individual budget analysts and coordinate their activities related to the grants assigned. Assist in evaluating the fiscal administration of grant programs. Oversee the preparation and timely submission of grant applications, application amendments, and budget transfers. Monitor, input, review, and approve federal grant data in the NC-CCIP system.
Other duties as assigned by the Superintendent.
ADDITIONAL JOB FUNCTIONSAssist with the preparation of the ACS budget as requested.
Prepare annual presentations for the Board and stakeholders.

Develop and maintain appropriate contacts with professional, civic, volunteer, and other community groups and agencies having an interest in the schools.

Handle travel requests within the school system relative to reimbursement as directed.
Maintain records and other information in accordance with needs and applicable laws, regulations, and policies.
Assist as needed in previewing and purchasing materials related to the assigned areas.
Attend conferences and workshops as directed and/or approved.

Support the superintendent in administrative efforts; interpret the superintendent's ideas and decisions to staff and public; keep the superintendent informed of pertinent developments and events and seek the superintendent's counsel or decision as necessary.

MINIMUM TRAINING AND EXPERIENCEMaster's degree required from an accredited institution (preferred)

Minimum three or five years of successful teachingExemplary leadership and interpersonal skillsExemplary organizational skillsKnowledge of federal programs and budgets (preferred)MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements:
Must be physically able to sit, stand, walk, and drive. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.

Data Conception:
Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things

Interpersonal Communication:
Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.

Language Ability:
Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using a prescribed format.

Intelligence:
Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations

Verbal Aptitude:
Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude:
Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply

Form/Spatial Aptitude:
Requires the ability to inspect items for proper length, width and shape

Motor Coordination:
Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology

Manual Dexterity:
Must have minimal levels of eye/hand/foot coordination

Interpersonal Temperament:
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Expected Dispositions and Behaviors

Communication
Effectively updates the Superintendent on all matters related to Division.
Prepares the Superintendent and Executive Leadership team for effective decision-making, anticipates and organizes information to support productive discussions to align decisions with district priorities and values
Engages with Stakeholders to seek input from a diverse and representative group from all stakeholder groups (students, families, staff, community members, etc.) as needed and builds the necessary runway of communication before implementation.
Pay close attention to which voices are not being heard and invite them to express their perspectives.
Strategic Planning, Effective Execution, and Performance Accountability
Create processes that promote the recruitment, support, and retention of diverse staff at all levels in your department.
Demonstrates excellent planning, execution, and project management; including high-level attention to detail, the ability to balance the big picture with detailed steps and the ability to balance multiple projects.
Exhibits a strong focus on goals and results driven by clear metrics for success on Key Performance Indicators (KPI).
When decisions are being made guide the team to examine which groups are benefiting or being left out and why.
Regularly examines data for signs of inequity with direct reports.
Recognizes that increasing overall student performance along with ensuring equitable outcomes for students are the key responsibilities of the district and models this belief through actions and decision-making.
Holds self and team accountable for showing up in ways that align with the district's core beliefs and commitments, theory of action, and the district's priorities.
Plans ahead of time to avoid the domino effect of isolated decisions and contradictory actions.
Executive Leadership
Uses language that promotes a belief in the ability that each student can achieve at high levels and each adult can perform at high levels.
Openly values the diversity in our community through demonstrating your belief in eliminating inequalities and providing each student with what they need to be successful.
Publicly discusses the work you are doing to become more aware of your own biases and model vulnerability by acknowledging where there are gaps in your own knowledge and skills related to equity.
Build team members' capacity to learn and practice language and behaviors that are responsive to differences across lines of race, ethnicity, language, class, religion, ability, gender identity and expression, sexual orientation, and other aspects of identity by providing space, tools, and support for reflection on any biases that come up in these areas.

Monthly Salary Range:
$7,352 - $8,254 depending on experience.#J-18808-Ljbffr

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