POSITION: CHAUFFER

DESCRIPTION

An employee in this class transports passengers to and from workplaces and business-related events. Individual will also be responsible for the picking up and carrying messages, documents, packages and other items between offices or departments within an establishment or to other businesses. The professional driver must be alert to conditions on the road, especially in heavy and congested traffic or in bad weather and take precautions to prevent accidents and to avoid sudden stops, turns, and jarring maneuvers. The individual will be directly supervised by a higher level officer who would provide the individual’s scope of duties.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Delivers messages, packages and/or people between schools and/or activity centers and other work- related destinations;
• May transport individuals with special needs, such as those with disabilities;
• Load vehicles with listed goods, ensuring that goods are loaded correctly;
• Unload and sorted items collected along the designated routes;
• Plan and follow the most efficient routes for delivering goods, messages or people;
• Maintain communication with destination and point of departure through radio or cell phone;
• Maintain records of daily visits in the log book;
• Sort incoming mail and deliver to appropriate recipients within the office;
• Ensure that delivery is done in a timely manner;
• Sort deliverable items in accordance to delivery items in order to ensure maximum efficiency;
• Checks the vehicle’s fuel and oil levels and make sure that the lights, brakes, and windshield wipers are in good working order;
• May perform routine tasks such as changing tires or adding oil and other fluids;
• Inspects the vehicle for cleanliness and, when needed, may clean the interior and wash the exterior body, windows, and mirrors;
• Adjust rear and side mirrors and seats for comfort;
• Reports to the Department mechanic any equipment or part not in good working order;
• Performs related duties and functions as required.

KNOWLEDGE, SKILL AND ABILITIES

• Knowledge of the Department’s policies, rules and regulations;
• Knowledge of the location of schools and activity centers and local geography;
• Knowledge of the location of fire and police stations and hospitals, in case of emergency;
• Knowledge of motor vehicle laws, safe driving practices, and relevant regulations;
• Knowledge of basic mechanics;
• Knowledge of correct English usage, both spoken and written;
• Ability to understand, follow and carry out written and oral instructions;
• Ability to establish and maintain effective working relationships with co-workers and persons contacted during the course of work; must be able to maintain a professional attitude in the

POSITION:  CAREER AND TECHNICAL EDUCATION COORDINATOR

DESCRIPTION

An employee in this position provides leadership in the development, implementation and coordination of district-wide career and technical education programs and resources in secondary schools. Work entails planning implementing and brokering on-going training for program personnel and teachers including new teachers and support staff. An employee in this class works directly under the supervision of District Superintendent.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Develops policies, long-rang plans and advocacy for career and technical education based on current research, federal and state requirements and best practices;
• Prepares monthly reports to their immediate supervisor on the status of assigned programs based on pertinent data;
• Understands and promotes comprehensive programs in career and technical education to include co- curricular career and technical student organizations related to each of the discipline;
• Coordinates the career and technical programs in Department of Education, including Agriculture Education, Business and Information, Marketing Education, and Trade and Industrial Education, and is also responsible for the  coordination and alignment of all career and technical activities planned with the DOE curriculum;
• Interprets  and  communicates  program  policies  and  procedures  to  the  superintendent,  school administrators, and instructional personnel in the public and non-public schools and community;
• Understands and explains the concept of comprehensive programs in career and technical education which includes teaching the academic disciplines of marketing education, business education, health sciences occupations, agriculture education, technology education, and  family  and  consumer sciences education;
• Serves as the DOE contact in career and technical programs;
• Supervises  and  coordinates  the  ordering  and  use  of  curriculum,  instruction,  technology  and assessment materials/supplies and equipment;
• Plans for the career and technical component of the budget;
• Develops and plans career and technical education grants;
• Maintains  updated  policies  and  procedures  for  the  implementation  of  all  career  and  technical education programs;
• Plans and coordinates comprehensive programs using work based learning strategies for career and technical development;
• Develops and implements on-going evaluation plans for career and technical education and using the results for program improvement;
• Develops school, business and community relations that support the goals of career and technical education;
• Gathers, analyzes and disseminates data related to career and technical education, including local, state and national labor market information;
• Assesses staff development needs and provides quality staff development opportunities in career and technical education;
• Provides leadership in the understanding and promotion of postsecondary options for students especially in technical areas;
• Serves as a liaison between the school and other community based resource agencies;
• Assists schools through classroom visits, consultation, demonstration lessons and conferences;
• Performs other related duties as required or assigned.

• Knowledge of the education laws, as well as the Departments policies, rules and regulations;
• Knowledge of technological programs, electronic, printed and other available resources in order to make helpful suggestions related to student’s individual needs;
• Knowledge of the learning process;
• Ability to coordinate, implement and provide advice and guidance on educational programs, projects and activities;
• Ability to participate in the development and implementation of district instructional and technology programs;
• Ability to monitor the implementation of district-wide programs, resources and services;
• Ability to pass on computer literacy skills of technological programs to parents, students and teachers for their personal use;
• Ability to communicate information about community resources in a clear and effective manner;
• Ability to select or develop instructional materials;
• Ability to maintain accurate and complete records as required by district policy and administrative regulations;
• Ability to create a classroom environment that is conducive to learning and appropriate to the maturity, interests, special needs of the students;
• Ability to cooperate and share professionally with members of the administration and other staff;
• Ability to work cooperatively with students, staff, administrators, parents and others;
• Ability to maintain confidentiality about students in accordance with state and federal law as well as district policy.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of the District Superintendent;
• Work is controlled by routine review, reports, consultation and achievement of objectives.

FACTOR III: GUIDELINES

• Virgin Islands Code, as well as federal safety and Departmental policies and procedures must be followed in addition to the HIPPA law with its strict confidentiality guidelines.

FACTOR IV: COMPLEXITY

• Requires a combination of job functions using serious judgment to perform a variety of job responsibilities and requires long hours of concentration, patience and flexibility in unexpected arising situations.
• Responsible  for  ensuring  the  safety  of  children  on  school  grounds  and  the  completion  of assignments.

FACTOR V: SCOPE AND EFFECT

• Requires responsibility for the planning and implementation of   district programs for career and technical education;
• Errors at this level will have major repercussions that will be counterproductive to district wide goals and curriculum instruction.

FACTOR VI, VII: PERSONAL CONTACTS AND PUROPSE OF CONTACTS

• Contact will be made with students, parents, fellow employees, supervisors, administrators, and work unit.
• Purpose of contacts is to obtain, clarify, or give facts or information to aid in the production of accomplishing objectives and daily tasks.

POSITION:    BILINGUAL PARAPROFESSIONAL

DESCRIPTION

A bilingual paraprofessional works under the general supervision of a teacher, guidance counselor, assistant principal, or principal. Work is reviewed through observations, evaluations, informal and formal conferences. Duties and responsibilities are those of assisting teachers and faculty in the supervision and teaching of all school students, providing special help to students with language barriers. Work is performed in a drug-free, violence free and smoke free school setting. The purpose of this position is to support and assist in carrying out the goals and objectives of the school district’s programs and the Department’s mandates to provide educational services to children. Contacts are primarily with principals, coworkers, students and parents.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Supervises children on school grounds in the playground, lunchroom and study periods;
• Makes lunch reports and assists in the correction of objective tests;
• Assists in maintaining good behavior of children on their way from and to the classroom, lunchroom and other school facilities and areas;
• Assists in the instruction in subject area(s) as assigned by the teacher;
• Assists in distributing, collecting and storing materials and equipment as requested by the teacher;
• Assists in recording attendance, filing and maintaining updated catalog material;
• May assist, in absence of the teacher, with specified or selected lesson reviews;
• Takes care of toiletry needs and illness, especially of younger children;
• Provides assistance to students to facilitate their learning of instructional objectives/goals, as directed;
• Participates in staff development training workshops, seminars/meetings, as appropriate;
• Assists in the preparation of visual aid materials for instruction as determined by teacher; and may operate audio-visual equipment;
• Assists in the school library by reading and story telling;
• May participate as a team member with professional colleagues for school based enhancement of instructional initiatives;
• May assists during required field trips to educational related settings;
• May be given specific school assignments as required by teacher attendance, school activities, or at the discretion and need of the school administration;
• Performs related work as required.

FACTOR I: KNOWLEDGE AND ABILITIES

• Knowledge of basic school subjects and ability to communicate knowledge to others;
• Knowledge of the behaviors pertaining to student age and growth process;
• Knowledge and awareness of ethical and confidential conduct in personal relationships on the job;
• Ability to read and write in grammatically correct sentences;
• Ability to follow oral and written directions and to maintain simple records;
• Good physical and mental health;
• Ability to follow clearly written lesson plans;
• Ability to manage class room time and group control;
• Ability to work cooperatively with students, staff, administrators, parents and others;
• Ability to be tolerant, ant patient under stressful situations;
• Knowledge of the cultural and linguistic needs of the English language learner (ELL) population being served.

Bilingual Paraprofessional                                                                                                                                                  Page 2

FACTOR II: SUPERVISORY CONTROLS

• Works  under  the  direct  supervision  or  assignment  of  a  principal,  assistant  principal,  guidance counselor, teacher or as assigned by the principal;
• Work is controlled by routine review and reporting to or consultation with supervisor;
• Work is reviewed through on-site visits, reports and achievement of objectives.

FACTOR III: GUIDELINES

• Federal  safety  and  departmental  guidelines  and  procedures  as  well  as  HIPPA  law  and  strict confidentiality guidelines are to be followed;
• Knowledge acquired through specific instructions, training and experience in making independent decisions is expected to be utilized in the daily performance of duties.

FACTOR IV: COMPLEXITY

• Requires  a  combination  of  job  functions  using  serious  judgment  to  perform  a  variety  of  job responsibilities;
• Responsible for ensuring the safety of children on school grounds and the completion of assignments given by teachers or the principal;
• Requires long hours of concentration, patience and flexibility in unexpected arising situations.

FACTOR V: SCOPE AND EFFECT

• Requires responsibility for the completion of assigned tasks by supporting, and performing routine work activities.
• Errors at this level will have major repercussions that will be counterproductive to efficient school safety and class room management.

FACTOR VI, VII: PERSONAL CONTACTS AND PUROPSE OF CONTACTS

• Requires personal contact with students, parents, fellow employees, supervisors, administrators, and work unit.
• The primary purpose of each contact is to provide assistance and support to the school in the supervision of children. It is also to obtain, clarify, or give facts or information to aid in accomplishing daily objectives.

FACTOR VIII: PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to:

• Stand for long periods of time with intermittent walking, standing, sitting, and bending;
• Talk or hear within normal range;
• Reach with hands and arms and handle cumbersome awkwardly shaped items;
• Read fine print, and review information on a PC monitor, as well as, hard copy output;
• Lift up to 70 pounds and exert maximum muscle force to lift, push, pull, or carry objects.

FACTOR IX: WORK ENVIRONMENT

• Requires performing regular job functions in a school working environment;
• Workers are required to adhere to standard safety regulations to ensure personal safety and the safety of others.

POSITION: BILINGUAL RESOURCE TEACHER

DESCRIPTION

This employee in this position provides remedial instructional activities, methods and supervision to

students to achieve objectives specific for English Language Learners (ELL) students. This is a ten- month position. Teaching professionals are represented by the American Federation of Teachers (AFT). Certification in an academic subject area or instructional level is required.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Teaches basic academic subjects to students requiring English as a second language work, using special help programs to improve scholastic level;
• Teaches basic subjects, such as reading and math, applying lesson techniques designed for English language learners;
• Administers achievement tests and evaluates test results to discover level of language and math skills;
• Selects and teaches reading material and math problems related to everyday life of individual student;
• Assists other professional staff in diagnosis of English Acquisition levels, development of planned remediation and evaluation of student progress;
• Confers with school counselors and teaching staff to obtain additional testing information and to gain insight on any situations affecting learning process;
• Communicates with classroom teachers on a regular basis regarding objectives established for each student, as well as the materials and instructional strategies being used  to  accomplish  those objectives;
• Designs  special  help  programs  for  English  language  learners  and  encourages  parent-teacher cooperation;
• Provide progress reports, on students assigned to the English as Second Language Center, to parents, classroom teachers, and the Coordinator of English Language Acquisition Program, in accordance with Board Policy and administrative regulations;
• Attends professional meetings, writes reports, and maintains records;
• Conducts instruction in the target language within the subject area(s) for assigned students;
• Specifies or selects teaching procedures for lessons;
• Provides assistance to students to facilitate their learning of instructional objectives/goals;
• Utilizes a repertoire of Second Language teaching methods;
• Participates in staff development training workshops, seminars/meetings, as appropriate;
• Keeps abreast of instructional innovations, curriculum trends, research information, etc. and selects materials for lessons;
• Participates in school-based initiatives to enhance instruction;
• Assesses learner progress on objectives;
• Reinforces and encourages learner involvement in instruction and school wide activities;
• Organizes instruction, taking into account individual differences among learners as the differences relate to such elements as capabilities, styles of learning, and rates of learning;
• Coordinates and participates in field trips to educational related settings;
• Maintain proper control of classroom and students;
• Adheres to the Department’s professional code of ethics and conduct.
• Performs all other tasks and assumes such other duties as designated by the Principal or Director of Second Language Acquisition Program.

FACTOR I: KNOWLEDGE AND ABILITIES

• Knowledge of the education laws, policies, rules and regulations of the United States Virgin Islands, as well as within respective schools;
• Knowledge of second language acquisition methods;
• Knowledge of the student learning process;
• Knowledge of the principles of teaching and classroom control;
• Ability to strive to maximize the educational achievement of each student;
• Ability to plan lessons, coordinate resources, and manage time on task;
• Ability to maintain accurate and complete records as required by district policy and administrative regulations;
• Ability to create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students;
• Ability to cooperate and share professionally with members of the administration and other staff;
• Ability to develop reasonable rules of classroom behavior in accordance with district policies and guidelines, and maintain order in the classroom in a fair and just manner;
• Ability to work cooperatively with students, staff, administrators, parents and others;
• Ability to maintain confidentiality about students in accordance with state and federal law as well as district policy;
• Knowledge of Virgin Islands history and culture, and the ability to integrate and customize where appropriate, folklore themes, historical elements, and geographical factors which influence the lives of students.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of a Principal, Assistant Principal, Counselor, or Activity Center Head;
• Work is controlled by routine review and reporting to or consultation with supervisor;
• Work is reviewed through on-site visits, reports, achievement of objectives, observations, evaluations and informal and formal conferences.

FACTOR III: GUIDELINES

• Guidelines include governmental and departmental regulations, directives and initiatives as well as legislative acts and bills, Contractual Agreements, Virgin Islands Code, Board of Education policies, Personnel and Budgetary manuals.   Federal safety and departmental guidelines and procedures must be followed;
• Strict adherence to HIPPA law and strict confidentiality guidelines are to be followed;

FACTOR IV: COMPLEXITY

• Requires  a  combination  of  job  functions  using  serious  judgment  to  perform  a  variety  of  job responsibilities;
• Requires long hours of concentration, patience and flexibility in unplanned situations.

FACTOR V: SCOPE AND EFFECT

• Requires responsibility for the planning and implementation of instructional programs for children with language barriers;
• Devices or provides input for the instruction of each English Language Learner supporting, and performing routine work activities;
• Errors at this level will have major repercussions that will be counterproductive to efficient school safety and class room management.

FACTOR VI, VII: PERSONAL CONTACTS AND PURPOSE OF CONTACTS

• Requires personal contact with students, parents, fellow employees, supervisors, administrators, and work unit.
• Purpose of contacts is to obtain, clarify, or give facts or information to aid in the production of accomplishing objectives and daily tasks.