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[New Job Opening] Analyst, School Mental Health job Vacancy in 1200 1st St Ne FL 9, Washington, DC 20002

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Job Details:
Position Name :
Analyst, School Mental Health
Location:
1200 1st St Ne FL 9, Washington, DC 20002
Job ID :
2cc033a9cddfa33b
Description : The Government of the District of Columbia values the safety of our employees, our residents, and our visitors. In support of these values, if you are selected for this job, effective September 19, 2021 you must be fully vaccinated against COVID-19, except when you choose to opt out of being vaccinated and instead agree to submit to weekly COVID-19 testing. If you are invited to join our team, you must submit proof that you are fully vaccinated against COVID-19 by uploading a copy of your vaccination card to your candidate dashboard, or you must select on your candidate dashboard that you are opting out of being vaccinated. If you opt out, you will be required to upload weekly a negative COVID-19 test to maintain employment with the Government of the District of Columbia. You will not be extended an offer of employment until you comply with the requirement to upload your vaccination card or opt out of being vaccinated.Position Overview
The mission of the Office of School Improvement and Supports (OSIS) is to ensure we support our schools and our students to succeed and to meet the Goals of our Strategic Plan. The Office works to dramatically accelerate the number of excellent schools through school transformation, including design, partnerships, Connected Schools, and Comprehensive School Planning (CSP). The Office develops, aligns, and delivers high-quality supports to ensure students, particularly students furthest away from opportunity, are in school, able to engage in rigorous learning, and have a joyous educational environment. The Office ensures our schools have excellent leaders, educators, and staff who are prepared to meet the diverse needs of the young people we serve.
Divisions/Teams
School Improvement
School Performance: Promotes data-driven decision-making through a cycle of continuous improvement to develop, implement, and monitor the comprehensive school plan designed to move schools toward a consistent standard of excellence.
Design: Designs innovative school models that transform learning for our students furthest from opportunity and supports District workstreams to be more grounded in community voice by anchoring in data, community engagement and understanding, and elevating and integrating student voice.
Connected Schools: Supports schools in implementing the DCPS Connected Schools Model. Connected Schools take a whole child, whole school, whole community approach by making schools spaces that support not only a student’s academic development, but also the student and family’s overall wellbeing through access to resources related to health, employment, housing, and more.
Equity Strategy and Programing: Supports DCPS’ equity priority by ensuring systemically underserved students are provided with opportunities, skills, and engagements that support their success, and that DCPS staff and stakeholders are centering equity as a central lens and practice.
Student Supports
School Mental Health: Ensures that students’ behavioral and social-emotional needs are met to increase access to the curriculum.
Student Placement: Ensures that schools have the necessary supports to address the needs of the whole child and create the conditions where all students are ready to learn.
Student Health Services: Ensures that all students are healthy and are supported with the appropriate services and accommodations to support their wellness and continued learning.
Science of Learning and Development
SoLD: Supports the district’s transformation to become a Whole Child Centered, Antiracist school system. Grounded in Science and powered by lived experiences, the district’s approach is a long-term vision that counts on each district and school staff member knowing the science of learning and development and applying this research to their own work. Charged with building the capacity of district and school staff, as well as integrating a whole child and antiracist lens into the district’s key priorities, the SoLD Division will leverage the experiences of school leaders and staff to translate the research into systems, tools, and practices.
SEL and School Culture: Ensures that schools have the resources to provide a safe and supportive learning environment where all students are able to thrive academically and socially.
IMPACT
IMPACT Operations: Supports the daily implementation of both Staff and School Leader IMPACT. The team ensures IMPACT policy is followed with fidelity, manages a helpline where staff can reach out with questions, handles IMPACT appeals, and fulfills all IMPACT data analysis requests.
IMPACT Align: Ensures all evaluators have the tools they need to accurately and consistently apply the DCPS classroom observation rubric (the Essential Practices) when evaluating teacher practice. Provides tools for teachers to support excellent performance with respect to the Essential Practices.
IMPACT Design: Gathers and responds to feedback from DCPS leadership and staff, and uses this feedback to consider possible IMPACT design changes for the future. The team also liaises with other states, districts, education groups, and researchers to learn from the best practices and lessons learned in the field of staff and school leader evaluation.
The Analyst, Student Supports will provide operations and administrative support to the Deputy Chief, Student Supports. This includes coordination of processes that lead to the efficient operation of all teams within the Student Supports division so that each is able to fully support the Division’s mission. The Analyst will partner with staff-level contacts within the division to support calendaring, data reporting, procurement, project monitoring, event planning, and other administrative needs.
The Analyst, School Mental Health will report to the Senior Director, School Mental Health.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Oversees operational needs for the School Mental Health team, schedules meetings that involve multiple stakeholders, and addresses conflicting appointments.
Monitors and regularly reports on data points related to the school mental expansion initiative, special education compliance, and how school mental health providers support general education students.
Monitors budget expenditures, tracks inventory, and assists the Senior Director in addressing procurement issues and engaging in organizational effectiveness efforts, as needed.
Supports the School Mental Health team in using budget development and management tools, including databases and financial systems, and provides administrative and fiscal support to staff.
Supports the School Mental Health team in improving operational processes, including knowledge management, budget, and cross-functional collaboration.
Schedules and supports coordination and facilitation of important events and meetings for the team, including professional development sessions for school staff.
Assists with tracking the progress of key projects and initiatives within the team’s scope of responsibilities; ensures proper follow-through on tasks, initiatives, and directives; and flags key issues of concern.
Builds relationships and liaises with various central office and school-based stakeholders to improve collaboration and communication and to represent the work of the team effectively.
Stays closely aware of projects, initiatives, and emerging issues across schools and DCPS; and informs the Senior Director, School Mental Health of any that could require communications action.
Refines and improves project management process; identifies patterns/trends in issues across multiple projects; and develops longer-term, systematic solutions to address them.
Stays closely aware of the progress of projects, high-level initiatives, and emerging issues across DCPS organization; and informs the deputy chief of any that could require communications action.
Qualifications
Bachelor’s degree and one year of experience OR two years of experience (no degree requirement).
Previous exposure to or experience in the education sector a plus.
DCPS Values
STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
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