PROFESSIONAL DEVELOPMENT SPECIALIST (MIDDLE SCHOOL/TEEN)

Job Description

Job DescriptionSalary:

PROFESSIONAL DEVELOPMENT SPECIALIST (MIDDLE SCHOOL/TEEN)

The Professional Development Specialist (Middle School/Teen Focus) plays a critical role in equipping staff, site teams, and partner organizations with the tools and mindsets needed to effectively support middle school youth in OST settings. The Specialist works alongside program staff to introduce and integrate transformative programs that build youth leadership, agency, academic and resiliency skills in young people. The Specialist also designs and delivers engaging, professional learning experiences and provides follow-up coaching aligned with adolescent development, resiliency and life skills integration and culturally responsive pedagogy and facilitates Prime Times Youth Advisory Council.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Deliver established training sessions to groups multiple times per week in a variety of modalities to include in-person on-site, live virtual (via Zoom) and hybrid models.

Design, develop and deliver trainings that incorporate an integrative learning approach and equip out-of-school time (OST) practitioners with tools and information that will develop their knowledge and skills and increase the quality of offerings available to elementary, middle and high school youth

Engage practitioners to create and implement positive learning experiences for middle/high school youth: promote social skill development, youth-oriented leadership development and career readiness.

Work collaboratively with B to22 partners to build awareness around middle/teen leadership opportunities and best practices in the broader community

Build upon youth interests; support active participation in enrichment activities

Provide site-based observation, instructional coaching, modeling, and feedback cycles for OST staff working with middle school youth and engaged in training cohorts.

Facilitate a community of practice model to build relationships across providers, develop and strengthen practitioner competencies and support application of knowledge learned in training

Conduct training needs and impact assessments; manage all phases of training interventions

Analyze data to refine learning offerings and connect to outcomes.

Maintain records of training participation and site support touchpoints.

Provide middle school/teen-related resources

Apply current research and theory of practice to curricula design;

Communities of Practice

Guide practitioners in the development of Youth Advisory Councils

Facilitate Prime Times Youth Advisory Council to model effective structures for embedding youth leadership;

Foster collaborative efforts between middle school administrators and practitioners and forge partnerships with community-based youth-oriented service providers to support continuous professional development and program improvement

Facilitate a communities of practice model with middle school/teen afterschool practitioners regarding youth-related topics of interest (e.g., technology, social media, volunteer opportunities and other areas of current interest)

Conduct focus groups/surveys with middle school/teen program directors, practitioners and middle school/teen youth to gain an understanding of youth needs, and to address any gaps in training.

Collaboration and Integration

Collaborate with program teams to assess ongoing practitioner learning needs and collaborative support efforts.

Represent the organization in professional networks or learning exchanges focused on middle school youth development.

Administration

Prepare reports; attend meetings; prepare and distribute correspondence and communications

Participate in the formation, maintenance and development of partnerships with staff and stakeholders

Collaborate in meetings with staff and other stakeholders to identify opportunities to meet professional development needs and improve education and training for OST practitioners;

Qualifications

Required (usually used for screening questions before starting application)

Minimum 35 years of experience working with middle school youth in OST, education, or youth development settings.

At least 12 years of experience designing and facilitating professional development for adults.

Deep understanding of adolescent development and the unique needs of middle school learners.

Strong facilitation, coaching, and communication skills.

Ability to manage multiple projects and meet deadlines in a fast-paced nonprofit setting.

Experience with virtual learning platforms (e.g., Zoom, Nearpod, Google Classroom, Salesforce).

Proven knowledge and experience working in out-of-school time spaces with middle school/teen youth

Extensive knowledge of the content and methodology of middle school/teen teaching and adult-learning theory;

Proven skills, knowledge and experience in curriculum/content delivery of quality professional development programs;

Proven skills in curriculum/content design

Demonstrated ability to effectively coach, provide technical assistance and model youth development strategies for adult learners;

Proven ability to function effectively as a contributing team member, adapt to changing environments and to respond appropriately to opportunities and challenges;

Proficient use of technology, including Microsoft Office, Zoom, Nearpod, CRM and other business office systems

Proven ability to effectively communicate information verbally and in writing to various audiences;

Proven ability to exercise initiative;

Organize, set priorities, develop schedules, and monitor progress toward goals;

Ability to prepare and maintain accurate records and reports;

Demonstrated problem-solving and conflict resolution skills;

Ability to establish and maintain effective working relationships with varying levels of staff, external vendors and partners;

Bachelors degree in education, social services, or related field; plus 1-2 years professional experience in training and facilitation, or counseling of adult practitioners who work with middle school youth. Direct experience in afterschool programming preferred.

An equivalent combination of education and experience may be substituted for the listed requirements.

Must have reliable transportation and be able to travel to off-site facilities, visit agencies in the community, and participate in off-site meetings as necessary.