Vanderbilt University Senior Research Associate - Peabody Special Education in Nashville, Tennessee
Senior Research Associate - Peabody Special Education (Job Number: 1801236)
Position Summary :
The Research Associate is part of the Department of Special Education in the Peabody College at Vanderbilt University and is a key leader responsible for coordinating a multi-site, federally funded research project under the supervision of the Principal Investigator. This staff member will assist the principal investigator with ongoing management of a federally funded research project aimed at evaluating models of providing professional development and coaching to paraprofessionals who will be providing reading or math instruction to students with Down syndrome.
Responsibilities include assisting the Principal Investigator with planning, designing, and implementing the research project; overseeing all research activities (including recruitment of participants, intervention delivery, data collection, data analysis, and management) across three sites (Nashville, Dallas, Atlanta); monitoring expenditures and making recommendations to the Principal Investigator regarding staff and supply needs; supervising and training project staff, graduate students, and participating paraprofessionals; conducting and writing manuscripts using library resources; preparing and maintaining the Institutional Review Board application and monitoring compliance; communicating frequently with research partners within the Vanderbilt site and at other sites; and assisting principal investigator with data analysis, manuscript preparation, conference presentations, and grant preparation the level to warrant co-author status.
Key Functions andExpected Performance:
A Doctoral degree in Special Education from an accredited institution of higher education is strongly preferred.
§ Trains and supervises Instructional Coaches as they provide ongoing support to paraprofessionals participating in the research study.
§ Oversees data management and compliance with IRB procedures.
§ Interacts with personnel in engaged school districts and parents of children participating in the research study.
§ Oversees purchasing and management of the grant budget.
§ Runs weekly project meetings and maintain frequent contact with the PI.
This position has supervisory responsibility over instructional coaches. The position reports administratively and functionally to the Principal Investigator.
§ A Master’s degree in Special Education (or related field) from an accredited institution of higher education is necessary.
§ Special education teacher certification is necessary.
§ Board Certified Behavior Analyst certification is strongly preferred.
Experience and Skills :
§ At least 3 years of special education teaching experience with experience delivering both academic and behavioral interventions to students with disabilities is necessary.
§ At least 3 years of experience working on a special education, intervention focused research project is necessary.
§ Experience preparing Institutional Review Board applications and monitoring compliance is necessary. Reliable transportation is necessary.
§ Proficiency in leading and managing projects and project staff is preferred.
§ Experience and success as a personnel manager or leader is preferred.
§ Ability to influence colleagues to meet demanding project timelines is preferred.
§ Extensive experience with software is preferred.
§ Strong project management, analytical, problem solving, strategic and organizational skills is preferred.
§ Ability to coordinate and be accountable for multiple tasks is preferred.
§ Competence in written, oral and electronic communication is preferred.
§ Ability to lead others, assign workload, organize projects, prioritize the work of others, and resolve problems that arise is preferred.
§ Ability to independently prepare project plans, estimate cost and time appropriately and prepare budgets is preferred.
About the WorkUnit :
Ranked as the #1 Special Education Program in the nation by U.S. News & World Report for more than a decade, our department has long been a leader both in research and practice. Our department ranks first in scholarly production and is a leader in equipping special educators to deliver high-quality educational experiences for students with disabilities.
The mission of the Department of Special Education is to improve the lives of children and youth with disabilities through (a) the preparation of exceptionally competent teachers and researchers, (b) conducting research that informs and improves educational programs and behavioral interventions, and (c) leadership in professional associations and advocacy for persons with disabilities. We are committed to equipping students with diverse backgrounds and experiences to provide exceptional services and supports to people with disabilities and their families.
Our master’s and doctoral students receive strong funding through research grants, U.S. Department of Education federal training grants, scholarships, and other awards . Indeed, most of our graduate students are fully funded. Our master’s program graduates typically receive multiple offers of employment and our doctoral program graduates assume faculty and research positions in leading universities across the country.
KeyCharacteristics of a Successful Team Member in this Work Unit:
§ CreativeThinking – Goes beyond the boundaries of the job description, willingly takes on new challenges, finds creative solutions rather than always awaiting direct instructions
§ Integrity – Holds oneself accountable; takes responsibility for failures as well as successes, recognizes that trust is required to hold a team together.
§ Teamwork – Genuinely values teamwork and co-workers; make 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.
§ Honestand Transparent – Doesn’t have hidden agendas. Doesn’t play people against each other. Is authentic and forthright.
§ Maturity – Exhibits professional maturity; doesn’t pass the buck to dodge accountability; doesn’t engage in petty office politics or inappropriate social conduct
General Characteristicsof a Successful Vanderbilt University Staff Member :
§ Acceptanceof Feedback – Takes constructive criticism with grace, and make 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.
§ Analytical& Detail-Oriented – Accurately assesses information and applies applicable law, policy and procedure. Considers the long term implications of actions today and advises employees appropriately. Even small mistakes can create big issues; attention to detail work indicates care about the outcomes.
§ AssumesPositive Intent – Assume that others are working and taking action with good intentions. They may not have all the information yet and asking thoughtful questions and providing information is critical to mutual understanding and moving forward with success.
§ Assumesthe Best -- Assume 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.
§ Autonomous – Self-managing; self-motivated. Manages time, activities and outcomes well so that progress stays on track. Cleans up after themselves.
§ Believes – Believes in the work being done and in the importance of the organization’s mission.
§ Eager – Enthusiastic, wanting to learn, wanting to continue one’s personal and professional development and expertise.
§ Hard-Working – Is industrious as well as efficient (busy isn’t the same as productive). Can juggle multiple competing priorities simultaneously without becoming overwhelmed.
§ HelpfulNature – 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.
§ NaturallyCommunicates – Readily shares information and is comfortable working within a highly collaborative team. Communicates proactively. Understands that open communication and the sharing of knowledge is fundamental to the success of the team. Asks for advice, and considers it thoughtfully.
§ Nice – Asks caring, interested questions and is a good listener. Smiles and is grateful. Sends appropriate notes of thanks to others who have helped. Avoid gossip or saying negative things about co-workers. Patient and generous. Make suggestions rather than stating hard and fast opinions. Avoids being negative, sarcastic, and cynical.
§ Optimistic – 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.
§ Perspective – Maintains a sense of humor and perspective. Can laugh first and foremost at oneself.
§ PraisesPublicly; 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.
§ Raisesthe 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
§ 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.
§ Resilient – Is resilient in the face of daunting challenges and setbacks; bounces back readily.
§ Respect – Is friendly, tirelessly cordial, patient, polite, and genial. Comes in to work with a good attitude and is ready to help campus employees, managers, and colleagues through what may be a difficult and overwhelming time for them.
§ RespondsPromptly – 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.
§ Sharing – 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.
§ Worksthrough 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.
Job requires Doctorate and 5 Years of experience or the equivalent.
Primary Location: United States-Tennessee-Nashville
Organization: 21220 - Special Education
Job: Research, Extension, and Other Education Professionals