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GENERAL ROLE AND RESPONSIBILITIES:

The Diversity Equity and Supports Coordinator is responsible for leading the district’s DEI, MTSS, and High-Ability (HA) initiatives. DEI initiatives include moving the district forward through training and education, advising HR on improving the diversity of talent recruitment and retainment, Title IX compliance and relevant data collection. MTSS initiatives include the training, consulting, and supporting of administrators, teachers, and school-based leadership teams in implementing MTSS at the district and school levels. HA responsibilities include supporting high ability students by developing K-12 programming that supports their specific needs.

EXPECTATIONS:

The following duties are representative of performance expectations. A reasonable accommodation may be made to enable a qualified individual with a disability to perform essential functions.

Diversity, Equity, & Inclusion (DEI)

• Cultivate a supportive an inclusive work environment for all employees
• Audit district’s school board and administrative policies with a DEI lens
• Audit district’s curriculum and library materials with a DEI lens
• Provides DEI enrichment opportunities for all employee groups
• Lead the development and implementation of proactive diversity, equity and inclusion initiatives which will support SCH’s strategic plan
• Engage faculty, staff, community and students to build a welcoming and inclusive culture in the individual schools and departments
• Assess potential barriers and develop strategies focused on recruiting and retaining a diverse workforce
• Design training initiatives on cultural, race, gender differences, disability, sexual harassment, and other topics
• Manage state reports and grants concerning Civil Rights compliance
• Oversee compliance with federal laws and guidelines for the district such as ADA, EEOC, etc.
• Assist Assistant Superintendent of HR in leading districts Title IX initiatives
• Design company policies that reinforce diversity in the workplace, address all kinds of harassment and protect minority groups and women
• Revise and update all communication on our website, social media pages, job descriptions and internal documents to ensure we use non-discriminatory language
• Measure and forecast diversity metrics at the building and district level
• Represent the district in the community and at various career events
• Lead district initiative to recruit talent from HBCUs. (Will include travel)
• Work with Student Services on initiatives to ensure non-discriminatory student discipline policies
• Perform other tasks, duties, or services consistent with this position as assigned

Multi-Tiered Systems of Support (MTSS)

• Create a high achieving culture connected to program and district mission, vision, and values
• Work with team and schools to deeply analyze student data (work samples, interim assessments, performance-based assessment) to determine how to work with team to better develop materials and provide necessary supports
• Encourage and model skillful use of data to inform decision making Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) support to schools
• Apply instructional expertise to improve the effectiveness of tier 2 and tier 3 interventions and practices
• Assess needs of implementation of RTI and MTSS in schools and lead the development of resources to address those needs and increase quality of instruction
• Provide support and training for RTI and MTSS practices
• Monitor the implementation of MTSS at the school level including both academic and behavior support systems
• Maintain cooperative working relationships with parents, staff, and other district personnel
• Lead district implementation of Universal Design for Learning (UDL)
• Create detailed timelines and project plans; assess and track progress and communicate progress and outcomes to a range of stakeholders; ensure direct reports are held accountable to results and outcomes
• Communicate monthly with district leadership team
• Lead district initiatives on restorative practices

High Ability (HA)

• Write the IDOE HA grant and investigate additional sources of funding
• Collaboratively lead district’s initiatives to address the needs of HA learners
• Lead a selection process to choose the HA identification tool
• Collaborate with District Assessment Coordinator to administer HA assessment
• Provide leadership to extra-curricular programming targeting HA students (e.g. Lego Robotics, FIRST Robotics, Science Olympiad, Young Authors, Chess, etc.)
• Develop a data-based system to monitor the effectiveness of HA programming
• Provide training to staff on how to best meet the needs of HA students
• Develop summer programming for HA students
• Represent SCH on community boards relevant to the needs of HA students

SKILLS AND ABILITIES REQUIRED:

• Knowledge of MTSS model and implementation of an MTSS model in school settings
• Working knowledge of academic and behavior interventions
• Knowledge of strategies to address the needs of HA students
• Champion for DEI in all areas of the organization
• Ability to communicate a data-driven discussion and evidence-based practices
• Maintain professional competence through professional reading and attending appropriate workshops, courses, and conferences in keeping with the needs of students and in accordance with district guidelines
• Must be able to work collaboratively with others on a team

QUALIFICATIONS AND EDUCATION REQUIREMENTS:

• Master’s degree in education or related field
• Administrative license is required
• Commit to getting High Ability endorsement if candidate does not currently possess
• Extensive working knowledge of training, education, and grant writing
• Ability to communicate fluently, both orally and in writing
• Successful teaching and administrative experience required
• Computer and technology literacy required
• Strong work ethic and organizational skills required

SUPERVISORY RESPONSIBILITY:

• Lead the district’s Student Support Specialists

PHYSICAL REQUIREMENTS:

Candidates should be physically capable of successfully performing the essential functions of the position.

It is the policy of the School City of Hammond not to discriminate on the basis of race, color, religion, sex, national origin, age, or disability in its programs or employment policies as required by the Indiana Civil Rights Act (I.C. 22-9.1), Title VI and VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), and Section 504 (Rehabilitation Act of 1973).

Last Updated By:

Department of Human Resources

Date/Time:

10/24/2022