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SUBSCRIPT: While firing hundreds of teachers, Huberman advertises to hire a 'School Culture Coordinator' — and we're not talking about Miss Manners

While the Huberman administration at the Chicago Public Schools has fired hundreds of veteran teachers since the latest purge began in early June 2010, the same administration has been busily expanding the ranks of its administrators, executives and various technical staff (while telling a compliant corporate media that it's "cutting" central administration). As more teachers are fired from Chicago public schools (the schools are being leveled for the 20th day by October 4), an Alice in Wonderland feeling comes to mind every time the Chicago Public Schools issues its personnel bulletin (now called "Human Capital").

Above, one of Ron Huberman's Power Point screens depicting the "Culture of Calm" program at CPS, from the May 26, 2010 Chicago Board of Education meeting. Substance photo by George N. Schmidt.But rather than talk about it, let the reader judge for herself. The following advertisement was published by Ron Huberman on September 29, advertising a "culture" coordinator for Corliss High School on Chicago's far south side.

The following was copied completely and without change from the CPS bulletin advertising the position of 'SCHOOL CULTURE COORDINATOR".

BULLETIN NO: 52 DATE: SEPTEMBER 29, 2010

Title School Culture Coordinator

Location Corliss High School, 821 E 103rd St, Chicago, IL 60628

Position Number 423921

Position Value 1.00

Position Grade A06-Professional IV

Budget Classification 46391-331-52100-211001-430105-2011

Position Period 52 Weeks

Salary The minimum annual salary is: $ 63,800 Maximum: $87,557

Position Summary • Assists with the enhancement of discipline and behavior framework, student socio-emotional support, and conflict resolution. The incumbent works to implement the success of these initiatives will be a rigid performance management structure to assess the impact of the various programs against set goals.

• Serves as a liaison with their school’s Chief Area Officer and the Central Office Safety and Security team to ensure culture programs and resources are meeting expectations and that outcomes are consistently tracked.

• Assists with the process of decreasing behavioral incidents and help to improve in attendance and academic achievement in the school by creating a safe, stable, supportive environment in which students can excel.

• Works closely with the individual high school principal, Safety and Security team, Performance Management staff, and Chief Area Officer to oversee and assess programs dedicated to creating a calm school environment

• Develops strong relationships with administration, teachers, staff and community to generate a collective and comprehensive commitment to the Culture of Calm initiative

• Assists with the direction of development for clear and consistent behavior and discipline framework, establish a clearly defined role for every adult in the school, and ensure faithful compliance and enforcement among all staff

• Drives conversations with staff and administration aimed at achieving grassroots support and individual ownership

• Generates consensus about core culture values, rules and consequences and publicize them throughout the school

• Establishes and leads a culture committee comprised of teachers, administrators, and students with the goal of promoting Culture of Calm at the grassroots level

• Ensures every student feels a strong sense of connectedness to and advocacy from adults in the school building

• Establishes school-wide ownership of each student having a “go to” adult in the building

• Aligns behavior and discipline programs with the school’s culture values and ensure they have a restorative approach. Elements to address include, but will not be limited to:

o 1) Incident referral process; 2) Passing period, lunch and dismissal monitoring; 3) In-school suspension curriculum; 4) Student re-entry into school; 5) Suspension alternatives; 6) Security guard best practices

o Oversee internal and third-party professional development training, tying specific needs to specific staff areas (teachers, security staff, administrators, etc). Components of this include, but are not limited to: o 1) Classroom management; 2) De-escalation training; 3) Conflict resolution; 4) Socio-emotional training

o Integrates new programs and resources, and reinvigorate existing ones, that support positive school culture, including but not limited to: o 1) Anger Management; 2) Conflict Resolution; 3) Advisory / Check In/Check Out; 4) School Connectedness; 5) Positive Décor; 6) Public Speakers; 7) Peer Juries and Advisors

o Ensures program objectives are closely aligned with specific results and that metrics are established to track them

• Drives communication and publicity efforts within the school including, but not

limited to: o 1) Culture of Calm kick-off and follow-up assemblies; 2) Positive hallway

messaging and goals; 3) Parent and community updates

• Develop and maintain systems and processes that ensure performance data is accurately, consistently and comprehensively reported and tracked, with a particular focus on at-risk students

Position Summary • Perform data collection and entry as necessary

• Participate in regular status and progress updates and report on performance statistics

• Possesses excellent communication and written skills

• Develops strong relationships with administration, teachers, staff and community to generate a collective and comprehensive commitment to the Culture of Calm initiative

• Assists with the direction of development for clear and consistent behavior and discipline framework, establish a clearly defined role for every adult in the school, and ensure faithful compliance and enforcement among all staff

• Drives conversations with staff and administration aimed at achieving grassroots support and individual ownership

• Generates consensus about core culture values, rules and consequences and publicize them throughout the school

• Establishes and leads a culture committee comprised of teachers, administrators, and students with the goal of promoting Culture of Calm at the grassroots level

• Ensures every student feels a strong sense of connectedness to and advocacy from adults in the school building

• Establishes school-wide ownership of each student having a “go to” adult in the building

• Aligns behavior and discipline programs with the school’s culture values and

ensure they have a restorative approach. Elements to address include, but will

not be limited to:

o 1) Incident referral process; 2) Passing period, lunch and dismissal

monitoring; 3) In-school suspension curriculum; 4) Student re-entry into

school; 5) Suspension alternatives; 6) Security guard best practices

o Oversee internal and third-party professional development training, tying

specific needs to specific staff areas (teachers, security staff,

administrators, etc). Components of this include, but are not limited to:

o 1) Classroom management; 2) De-escalation training; 3) Conflict

resolution; 4) Socio-emotional training

o Integrates new programs and resources, and reinvigorate existing ones,

that support positive school culture, including but not limited to:

o 1) Anger Management; 2) Conflict Resolution; 3) Advisory / Check

In/Check Out; 4) School Connectedness; 5) Positive Décor; 6) Public

Speakers; 7) Peer Juries and Advisors

o Ensures program objectives are closely aligned with specific results and

that metrics are established to track them

• Drives communication and public it efforts within the school including, but not

limited to:

o 1) Culture of Calm kick-off and follow-up assemblies; 2) Positive hallway

messaging and goals; 3) Parent and community updates

• Develop and maintain systems and processes that ensure performance data is

accurately, consistently and comprehensively reported and tracked, with a

particular focus on at-risk students

• Perform data collection and entry as necessary

• Participate in regular status and progress updates and report on performance

statistics

• Possesses excellent communication and written skills

Qualifications • An undergraduate degree from a four year college or university

• Culture programs, trainings and resources An undergraduate degree from a four year college or university

• An unwavering commitment to making a profound difference within a public school system and community

• 3 – 5 years of experience managing complex, large-scale projects from start to finish as project lead

• 3 – 5 years in a leadership role improving conditions in low-income schools, neighborhoods or communities

• Experience training staff and students in behavior modification and working with community partners

• Proven rapport building, interpersonal skills, and the ability to work collaboratively with a diverse group of constituents

• Ability to set a high bar of expectations and motivate others to accomplish large goals

• An unrelenting optimistic attitude and strength to persevere through challenges

• Organized, resourceful and able to thrive autonomously

• Aptitude with data analysis and data presentation

• Proficiency with Microsoft Excel, Word and PowerPoint.

• Willingness to work nights and select weekends as required

• Teaching Certificate (Type 09) / Masters degree Preferred

• Assists with integration of new programs and resources, and reinvigorates existing one, that support positive school culture.



Comments:

October 1, 2010 at 6:54 PM

By: porky von backburger

Hope this adheres to the posting policy

This sounds like a Dean, right? I mean, it a very long list of difficult projects with a very small amount of money in return, kind of like being a dean. Could you imaging pm\'ing this? You\'d have to focus on a few parts of this and entirely exclude the rest if it were to get off the ground, assuming it has not already. Much of this should already be happening.\r\rSeriously, a 52 week position and a willingness to work nights and weekends? That might be fine if there was a real, high paying job at the end of, say two years. I see this position getting cut.

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