EDUCATION SPECIALIST4020E1 Pay Grade: 25 DEFINITION OF WORK Summary This is specialized educational work in the development and administration of educational programs. Work involves creating and producing curriculum materials and scripts for educational, outreach and interpretative programs for multi-cultural audiences, researching primary and secondary sources of information on a given subject, consulting with agency staff and various educational institutions, presenting educational and/or interpretive programs to a variety of audiences, and conducting training for program leaders and teachers. Work may also involve developing and monitoring program budgets, writing grant proposals, supervising support staff, and recruiting and training volunteers. Standard Classification Factors Supervision Received - LEVEL C: "Under direction…" Employees at this level usually receive a general outline of the work to be performed and are generally free to develop their own sequences and methods within the scope of established policies. New, unusual, or complex work situations are almost always referred to a superior for advice. Work is periodically checked for progress and conformance to established policies and requirements. Difficulty - LEVEL B: Average… Where the employee is confronted with a variety of duties susceptible to different methods of solution which, in turn, places a correspondingly higher demand upon resourcefulness and concentration. Positions which require the analysis and evaluation of raw data and the rendering of conclusions would, in many instances, fall into this category. Complexity - LEVEL D: Work is of a diversified nature that usually involves multiple unrelated steps. Analytical thought is necessary for dealing with complex data and situations. Work often involves a variety of unrelated processes and may require planning or carrying out a sequence of actions or both. Several alternatives usually exist at this level for approaching problems or situations. Workers at this level exercise a considerable amount of independent judgment. Work is controlled by occasional review and by reporting to or consultation with supervisors or superiors. When guidelines exist at this level, they are usually broadly defined or technical requiring careful analysis and interpretation. Consequence of Actions or Decisions - LEVEL D: Consequences of actions or decisions at this level are significant as the work may be rarely if ever reviewed, making errors difficult to detect. Errors may cause major program failure or a high degree of confusion. Injuries to others due to errors are serious or incapacitating or both and costs due to errors are substantial. Contacts - LEVEL C: The purpose of the contact is to influence, motivate, conduct interviews, make formal presentations or counsel to achieve common understanding or solutions to problems when the information is sensitive in nature or the individuals or groups are skeptical or uncooperative. Communication techniques and well developed communication skills become an important requirement at this level. Physical Demands - LEVEL B: The work requires light physical exertion. The employee may be required to perform handling activities with lightweight or easily moved items (e.g. books, file folders, boxes of office supplies, small machine parts, etc.); perform moving activities for brief periods; operate light equipment; perform repetitive motions for brief periods; confined to a work area. Environmental Conditions - LEVEL A: The work environment involves normal everyday hazards or discomforts typical of offices, meeting and training rooms, or libraries. Comfortable levels of temperature, ventilation, lighting and sound are inherent in the work environment. Exposure to deviations from pleasant environmental conditions is only occasional. The likelihood of injury is remote. Supervision/Leadership - LEVEL B: Involves functional leadership responsibility. As a "senior worker", performing essentially the same or similar work as those overseen, responsibility includes training, instructing, scheduling and reviewing. As a "project leader" may be responsible for a phase(s) of a single project which includes planning, coordinating and reviewing the work of others. This level may also involve limited administrative responsibility such as participating in the evaluation of work performance. Distinguishing Features Differs from the Educational/Informational Representative II class which does not require knowledge of educational theory. Differs from the Education Program Consultant class which provides consultative and coordinative services to elementary, secondary and post-secondary schools on a wide variety of educational programs. EXAMPLES OF WORK PERFORMED Consults with subject matter experts, such as historians, museum specialists, elementary and secondary schools, colleges and universities, professional organizations and the public concerning educational and interpretive programming and curriculums to ensure that educational standards and learning theory are appropriate for intended audiences including individuals with disabilities or special needs. Incorporates current educational theory into developing and implementing programs and curriculum materials at all levels using the whole language approach and outcomes based education theory. Conducts, directs and evaluates primary and secondary research to ensure all programs are accurately interpreted including programs such as traveling resource trunks, History Day, Folk Arts Apprenticeship Program, exhibit based tour programs, children/adult workshops and historical theatre productions, etc. Promotes public awareness and appreciation of educational and interpretive programs to individuals and organizations. Plans, coordinates, participates in, and evaluates training for leaders and teachers of educational and interpretive programs; recommends, implements and monitors policies, procedures and guidelines for major programs. Develops and monitors program budgets from state, private and grant funds. Works with management staff to develop funding strategies for specific programs and to develop program goals and objectives. Writes grant proposals to secure program development funds from private, state and federal granting agencies. Will supervise and train other staff, student interns, contract employees, grant support staff and/or volunteers. REQUIRED KNOWLEDGE, ABILITIES, AND SKILLS Knowledge Knowledge of the program's subject content. *Knowledge of basic educational principles, practices, trends and theories. *Knowledge of instructional strategies, methods and curriculum principles. Abilities Ability to write and edit various forms of informational materials. Ability to evaluate educational methods, processes and outcomes. Ability to speak effectively to groups. Ability to establish and maintain effective working relationships with others. Ability to create curriculum and scripts based on technical subject matter. *Necessary at Entry MINIMUM REQUIREMENTS: Bachelor's degree in education or related field and one year work experience in teaching. Additional experience in the areas listed above may be substituted for the required education as determined relevant by the agency. NC: 06/94 |