Vanderbilt University Educational Consultant - Special Education (Fuchs Research) in Nashville, Tennessee

Educational Consultant - Special Education (Fuchs Research) (Job Number: 1800959)

Description

About the Position:

This educational consultant position is on a federally funded research project designed to investigate how academic innovations improve the academic performance of students with or at-risk for learning disabilities and what cognitive and linguistic variables are associated with response to intervention.

Aboutthe Department :

With a genealogy dating to a one-room Nashville schoolhouse in 1785, Peabody College today is a world-class college of education and human development. Our mission is to enhance the human condition, with a particular focus on children’s learning and development. We do this as we always have, through the preparation of teachers and leaders; through cycles of research, implementation, and refinement; through service to families, schools, and communities; and through external engagement with professionals, leaders, and policy-makers. Peabody’s focus on learning differences has helped to define the college, as has a reputation for empirical rigor in educational neuroscience; child, family, and community development; special education; the learning sciences; and educational leadership and policy. Peabody is devoted to creating opportunity in an increasingly diverse society and to solving large societal problems.

Peabody has consistently been ranked in the top ten education schools by US News and World Report. With 18 professional and 5 PhD programs, our annual enrollment is approximately 1,000, almost half of whom are recruited each year.

About VanderbiltUniversity:

Vanderbilt is a renowned private institution founded in 1873 located a little more than a mile from downtown Nashville, TN. The university’s students, faculty, staff and visitors frequently cite Nashville as one of the perks of Vanderbilt. VU is a place where your expertise will be valued, your knowledge expanded and your abilities challenged. It is a place where your diversity is sought and celebrated. It is a place where employees know they are part of something that is bigger than themselves, take exceptional pride in their work and never settle for what was good enough yesterday. Vanderbilt was recently ranked #1 in the Princeton Review at https://news.vanderbilt.edu/2017/08/01/vanderbilt-has-happiest-students-again-according-to-2017-princeton-review-best-colleges-rankings/ among 382 top colleges and universities for “happiest students” - as well as #2 for “best quality of life” and “great financial aid,” #5 for “best run colleges” and “beautiful campus,” and #6 for both being in a “college city that students love” and having “great campus/city relations.”

Duties, Responsibilities, and ExpectedOutcomes:

  • ·Adviseprofessional teachers in public schools regarding methods for teaching childrenwith or at-risk for learning disabilities; conduct stakeholder groups to obtaininput on the development of the educational innovations

  • ·Developcontent for the educational innovations using field experience and expertise asnecessary to research and/or review other research provided by experts

  • ·Presentcontent of innovations in a collaborative manner with professional teachers inpublic schools

  • ·Workin a collaborative manner to ensure the fidelity with the educationalinnovations and assessments are implemented .

  • ·Trainand supervise research assistants in implementing interventions and conductingacademic, cognitive, and linguistic assessments in the schools

  • ·Workto implement innovations and assessments with students.

Qualifications

  • Candidates must hold a Master’s degree in specialeducation or related field;

  • Minimum of 1 year as teacher or tutor for students with or at-risk with learning disabilities

  • Strong written and verbal communication, as well aspublic speaking skills

  • Demonstrated ability to work effectively with multiplepeople as part of a collaborative team

  • Will consider a candidate with a bachelor’s degree withrelevant experience

Experienceand Skills:

  • Experience providing directservices to children with or at-risk for learning disabilities

  • Expertise inthe cognitive and linguistic assessments employed within the Fuchsresearch group

  • Expertise ininterventions design for students with orat-risk for learning disabilities used within the Fuchs research group

  • Knowledge of the educationalneeds of school-age children with or at-risk for learning disabilities(grades 1-12)

  • Excellent oral and writtencommunication skills and competence with basic computer softwareapplications (e.g., word-processing, online survey systems, email,Internet, spreadsheets, PowerPoint)

  • Rigorous attention to detailand personal organization

  • Ability to prioritize andexecute multiple tasks, meet deadlines, and work in a fast-paced environment

  • Ability to work effectivelywith multiple people on a team

  • Daily access to transportationwithin Middle Tennessee Schools

Success Factors

· Acceptance of Feedback – Takes constructive criticism with grace, and makes improvements without taking it personally or holding grudges. When wrong, owns it – freely admits mistakes.

· Adaptability – Reads cues and adapt accordingly. Adjusts style and approach to accommodate the styles and needs of others. Can anticipate and effectively de-escalate potential conflicts.

· Creative Thinking – Goes beyond the boundaries of the job description, willingly takes on new challenges, and finds creative solutions rather than always awaiting direct instructions.

· Helpful Nature – Offers to help lighten the load for others in times of need. Volunteers rather than waiting to be asked. Understands that almost no one works in a silo and needs the help of others to do their job well; recognizes that by helping others first, others will likely reciprocate.

· Integrity – Holds oneself accountable; takes responsibility for failures as well as successes, recognizes that trust is required to hold a team together.

· Maturity -- Exhibits professional maturity; doesn’t pass the buck to dodge accountability; doesn’t engage in petty office politics or inappropriate social conduct.

· Optimism– Is friendly, tirelessly cordial, polite, and genial. Comes in to work with a good attitude and doesn’t bring their own personal “little black clouds” into the work environment.

· Responds Promptly – Recognizes that when emails and phone messages aren’t returned in a timely way, it sends the message that the other party is not important. Responds even if just to acknowledge receipt and provide a timeframe by which the requester can expect a full response.

· Is Nice – Asks caring, interested questions and is a good listener. Smiles and is grateful. Sends appropriate notes of thanks to others who have helped. Avoids gossip or saying negative things about co-workers. Patient and generous. Makes suggestions rather than stating hard and fast opinions. Avoids being negative, sarcastic, and cynical.

· Shares – Shares information. Communicates proactively. Transmits knowledge; recognizes that “knowledge is power” is less effective than “sharing knowledge is power.” Asks for advice, and considers it thoughtfully.

· Resilience -- Is resilient in the face of daunting challenges and setbacks; bounces back readily.

· Works through Issues – Recognizes that the work is about successful outcomes. If things aren’t going well, outcomes suffer. Is willing to have crucial conversations if things aren’t going well. Doesn’t just complain to management…does everything possible to remedy the situation directly first.

· Teamwork – Genuinely values teamwork and co-workers; makes them feel valuable and important by acknowledging what they do well. Doesn’t expect from others effort that one is unwilling to do themselves. Finds ways to acknowledge other’s strong suits.

· Praises Publicly; Criticizes Privately. When dealing with a difficult co-workers or customers, “pretend your children are watching” how the situation is handled. Good manners help keep a cool head. Gives credit where credit is due.

· Assumes the Best -- Assumes that others are working as hard as you are on things that are as important as what you are working on. Just because you don’t know what someone does, it doesn’t mean they’re not doing anything.

· Raises the Bar – Expects and delivers excellence. Is a creative problem solver. Is proactive. Welcomes input on making things better. Places a high value on learning and getting better.

· Believes – Believes in the work being done and in the importance of the organization’s mission.

· Perspective – Maintains a sense of humor and perspective. Can laugh first and foremost at oneself.

· Reliable – Does what they say they will do, when they say they will do it. Shows up for work when expected. Doesn’t push the burden of work volume or deadlines to others.

· Honest and Transparent – Doesn’t have hidden agendas. Doesn’t play people against each other. Is authentic and forthright.

· Autonomous – Self-managing; self-motivated. Manages time, activities and outcomes well so that progress stays on track. Cleans up after themselves.

· Detail-Oriented – Even small mistakes can create big issues; attention to detail work indicates care about the outcomes.

· Hard-Working – Is industrious as well as efficient (busy isn’t the same as productive). Can juggle multiple competing priorities simultaneously without becoming overwhelmed.

· Eager – Enthusiastic, wanting to learn, wanting to continue one’s personal and professional development and expertise.

· Ensures employees have the tools and resources to do the job.

· Holds everyone in the workgroup accountable for accomplishing the outcomes of the unit.

· Addresses problems among the workgroup when they arise, rather than letting them fester.

· Praises publicly. Is genuinely appreciative of the accomplishment of members of the team.

· Criticizes privately. Focuses more on how to do it better next time than how it went wrong this time.

· Shares a clear vision for the work of the unit, and is clear about what outcomes are expected.

· Provides clear guidance and direction, doesn’t change direction with the wind.

· Lets the buck stop with them; owns the outcomes for the work unit, and doesn’t throw subordinates under the bus if things go wrong.

· Is clear with the deliverables and outcomes needed, but allows members of the work unit to tackle the problems in the way they see fit, without micromanaging every process. Understands that the destination – rather than the exact route – is what’s important.

· Seeks first to understand before making decisions. Doesn’t shoot first and ask questions later. Solicits input from a diverse group of others, including members of the work group, other stakeholders, and naysayers/critics, when faced with complex challenges, before making a decision. Identifies options and hones in on pros and cons of each option. Lets others know where they are in their decision-making process.

· Makes decisions, even in the face of incomplete information, rather than avoiding making decisions.

· Practices what they preach; doesn’t set expectations of others that they don’t live up to themselves.

· Pitches in to help the team when it really needs help.

· Communicates in ways that are clear and succinct, rather than confusing or ambiguous.

· Communicates early and often, even as information is evolving.

· Willingly shares their expertise with their direct reports; actively coaches.

· Is willing to learn from their direct reports.

· Thinks creatively when tackling a challenge; questions the status quo in search of better ways. Looks for insights, assesses risks.

· Is willing to course-correct if things aren’t going as planned, even after decisions have been made and communicated.

· Welcomes inquiry and recognizes mistakes as learning opportunities.

· Cares about their employees as people, not just as “resources.”

· Makes this a fun place to work. Enhances camaraderie, builds trust, and invites members of the work group to be their authentic selves. (Research says that the statement “this is a fun place to work” is thesingle most highly-correlated statement to the overall “taking everything intoaccount, I consider this a great place to work.” Fun is not a driver of great workplaces, butit’s an important barometer.)

· Champions the work unit’s cause, and makes compelling business cases for its needs.

Job requires Masters and 5 Years of experience or the equivalent.

Licensure, Certification, and/or Registration (LCR):


Primary Location: United States-Tennessee-Nashville

Organization: 21220 - Special Education

Job: Research, Extension, and Other Education Professionals