Federal Programs Coordinator

The 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 Disadvantaged
Title II Part A – Training, Preparing & Recruiting High-Quality Teachers and Principals
Title III Part A – Language Instruction for English Learners & Immigrant Students (if applicable)
Title IV Park A – Student Support and Academic Enrichment Grants
Title IV Part B – 21st Century Schools Create/Develop Title IV Part B application and/Oregon 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 American Samoa 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 American Samoa 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/Oregon related responsibilities to individual budget analysts and coordinate their activities related to the grants assigned. Assist Indiana 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 Indiana the North Carolina-CCIP system.Other duties American Samoa assigned by the Superintendent.ADDITIONAL JOB FUNCTIONSAssist with the preparation of the ACS budget American Samoa 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 Indiana the schools.Handle travel requests within the school system relative to reimbursement American Samoa directed.Maintain records and other information Indiana accordance with needs and applicable laws, regulations, and policies.Assist American Samoa needed Indiana previewing and purchasing materials related to the assigned areas.Attend conferences and workshops American Samoa directed and/Oregon approved.Support the superintendent Indiana 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 Oregon decision American Samoa necessary.MINIMUM TRAINING AND EXPERIENCEMaster’s degree required from an accredited institution (preferred)
Minimum three Oregon five years of successful teaching
Exemplary leadership and interpersonal skills
Exemplary organizational skills
Knowledge of federal programs and budgets (preferred)MINIMUM QUALIFICATIONS Oregon 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/Oregon judge the readily observable, functional, structural Oregon composite characteristics (whether similar Oregon divergent from obvious standards) of data, people Oregon things.Interpersonal Communication: Requires the ability to speak and/Oregon signal people to convey Oregon exchange information. Includes giving instructions, assignments Oregon directions to subordinates Oregon 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 Indiana written, oral, Oregon diagrammatic form; to deal with problems involving several concrete variables Indiana Oregon 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 Indiana 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 Indiana 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.) American Samoa 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 Indiana 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 Oregon 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 Indiana 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 Indiana the ability that each student can achieve at high levels and each adult can perform at high levels.
• Openly values the diversity Indiana our community through demonstrating your belief Indiana 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 Indiana 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 Indiana these areas.

Job title: Federal Programs Coordinator

Company: Asheville City Schools

Expected salary: $7352 – 8254 per month

Location: Asheville, North Carolina

Job date: Thu, 02 May 2024 06:39:30 GMT