Distinguishing Features of the Class and Information Processing Specialist II Role

This position involves responsibility for performing complex information processing activities often involving the utilization of word processing and related software.  This position differs from that of Information Processing Specialist I in that the activities performed are more complex.  Incumbents format, type, revise and print text, reports, budgets, etc. following well-established guidelines.  Additionally, when not engaged in equipment operation, an incumbent performs a variety of clerical duties.  General supervision may be exercised over a variety of Information Processing Specialist I and other clerical positions.  The work is performed under general supervision of a higher level employee.  The incumbent does related work as required.

Typical Work Activities and Information Processing Specialist II Expectations

• Assigns and reviews work and instructs new employees in specialized clerical and/or information processing activities of a unit; Designs parameters for selective information storage on information processing equipment to produce specialized outputs of this information in response to users' needs;
• Designs methods of assembling pre-recorded pieces of information (usually each having a number of variables to be inserted) into complete documents;
• Designs complex formats and layouts for work assignments;
• Creates word processing, spreadsheets or data base designs based on oral and written directions;
• Creates charts, statistical reports and/or performs mathematical computations;
• Manipulates data to produce requested reports;
• Chooses document formats and designs document layouts to be used for entering information which will be printed in selected areas on pre-printed forms;
• May use e-mail as a communications linkage;
• Types complex charts, statistical reports and/or performs mathematic computations;
• Discusses assigned projects with supervisors to clarify specific needs and problems;
• May attend meetings outside the normal business hours, records the minutes of the meeting and transcribes the minutes;
• Performs a variety of clerical functions related to the position.

Full Performance Knowledge, Skills, Abilities and Personal Characteristics and Key Qualities of Information Processing Specialist II: 

• Thorough knowledge of the use and operation of information processing equipment and related peripheral equipment;
• Thorough knowledge and skill in classic desk top applications including word processing, spreadsheets and data bases;
• Good knowledge of office terminology and procedures;
• Good knowledge of proper grammatical usage and punctuation;
• Good knowledge of business vocabulary;
• Ability to plan and supervise the work of others;
• Ability to design complex formats and layouts for work assignments;
• Ability to understand and follow complex oral and written directions; accuracy.

NOTE:  The essential functions of this job are determined by the department/jurisdiction where the job is located.

Elementary Teacher Role

This position will report to Elementary School Building Principal. The Elementary School Teacher will plan, prepare, and teach well developed culturally responsive lessons which enthuse and inspire students, and promote an exciting rigorous learning environment. The Elementary School Teacher will assess, track, and provide relevant and timely feedback on achievement and developmental needs to students, families and colleagues. The Elementary School Teacher will maintain a strong home, school and community connection. The Elementary School Teacher will work within a diverse environment of dynamic learners. This position will require a high degree of creativity, cultural awareness and problem-solving capabilities. 

Elementary Teacher Expectations

• Effectively and appropriately differentiates and scaffolds instruction to meet all students’ learning styles with an appreciation for students’ cultural and learning differences;
• Select and sequence culturally relevant materials, resources, and approaches according to the content area and audience of diverse learners;
• Design, administer, and evaluate a range of authentic formative and summative assessments as appropriate;
• Induct students using culturally responsive practices to provide academic advice, counselling, educational guidance, and advisory support, including individual learning plans, as directed;
• Develop culturally relevant materials and resources, implement, support and/or lead in the production and improvement of curriculum planning, and undertake other academic project work as directed;
• Utilize learning spaces and tools (i.e., notice boards, displays) to share student work and lived experiences;
• Maintains student data to be shared with classroom teacher, building leader and family;
• Develops a variety of interventions and activities designed to meet students’ academic, social, psychological and physical needs with a system for monitoring progress;
• Creates opportunities for explicit instruction in small group to provide opportunities for pre-teaching, re-teaching and targeted intervention to address lagging skills;
• Establishes and communicates clear learning objectives for all learning activities;
• Actively engages students in the learning process which leads to an academic success identity;
• Communicates openly and with a growth mindset with adults and students;
• Demonstrates the ability to create a partnership and shared vision with parents for student success;
• Provides constructive feedback to students;
• Monitors students and observes changes in student behavior and seeks appropriate assistance;
• Creates a positive student learning environment;
• Positively manages student behavior;
• Analyzes, reflects, and responds about instructional practice.

Elementary Teacher Key Qualities

• Embraces an assets based perspective;
  Places students at the center of learning;
  Values students' linguistic and cultural backgrounds;
  Challenges and supports students;
• Demonstrates good critical thinking skills to understand student and staff experiences;
• Demonstrated skill in Data Driven Instruction (DDI);
• Demonstrated ability to close the opportunity gap with vulnerable subgroups including Students with Disabilities, English Language Learners, Black, and Hispanic/Latino;
• Ability to work collaboratively with a variety of stakeholders including families, teachers, paras, social workers, principals, coordinators, coaches and community members for student success;
• Knowledge of developmental literacy, the District Literacy Plans and literacy assessments;
• Instructional practices that reflect an explicit understanding of being culturally responsive
• Excellent listening and questioning skills;
• Flexible and adaptable;
• Proactively plans for situations and circumstances;
• Imparts a positive impact with students and staff.