Example Job Description
Coordinator II
A professional reference profile for reviewing, adapting, and modernizing this school district position.
Interview Planning Resource
Possible Interview Q&A: Coordinator II
How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.
The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.
- How would you organize a teacher-support program across several participating districts?
Strong response indicators: Clarifies the program’s current scope, participant needs, agreements, decision authority, staffing, service commitments, milestones, and shared evidence; defines site and consortium responsibilities rather than assuming every district operates identically.
- How would you assess professional-learning needs for beginning teachers and their support providers?
Strong response indicators: Combines participant input, mentoring and implementation evidence, school priorities, and program expectations; protects confidential information; distinguishes broad trends from individual personnel judgments; and translates findings into a practical learning plan.
- A participating district is not delivering an agreed program component. How would you address it?
Strong response indicators: Checks the agreement and evidence, listens to local constraints, identifies the responsible decision-maker, develops a documented corrective plan and support, monitors completion, and escalates unresolved requirements through established authority.
- Describe how you would develop and monitor a funded program budget.
Strong response indicators: Connects planned services to allowable and approved costs, verifies assumptions with fiscal staff, monitors commitments and actual spending, investigates variances, obtains required approvals for changes, and maintains a clear evidence trail.
- How would you evaluate whether teacher-support services are being delivered consistently and usefully?
Strong response indicators: Defines service and outcome questions, uses consistent measures and periods across sites, gathers participant and implementation evidence, reviews data quality and limitations, and uses findings to improve delivery without claiming unsupported program effects.
- How would you design site visits that lead to useful follow-up?
Strong response indicators: Agrees on purpose and scope, reviews relevant evidence beforehand, observes and listens respectfully, provides specific actionable feedback, identifies support and decision owners, and checks progress without confusing technical assistance with unassigned evaluation authority.
- Several districts request different professional-development topics within a limited budget. How would you set priorities?
Strong response indicators: Uses documented needs, program obligations, student and teacher impact, cost, timing, and shared opportunities; explains tradeoffs; involves authorized decision-makers; and communicates what will be delivered and reviewed.
- How would you communicate a change in program expectations to districts, trainers, and participants?
Strong response indicators: Verifies the current authoritative guidance with designated owners, explains what changes and when, tailors communication to each role, updates materials and calendars, checks understanding, and documents unresolved questions and escalation.
- What would you consider before seeking new funding for a teacher-support project?
Strong response indicators: Establishes the need and program fit, checks eligibility and obligations with responsible staff, develops a realistic budget and delivery plan, identifies evidence and reporting requirements, and plans for sustainability and approval before making commitments.
- How would you lead assigned program, instructional, and clerical personnel through a demanding implementation period?
Strong response indicators: Sets clear deliverables and authority, matches work to skills and capacity, coordinates handoffs and backup coverage, coaches staff, monitors workload and service quality, and addresses issues promptly through the appropriate supervisory process.
Position Description
Under the direction of the Director-Teacher Support Programs, plan, organize, and coordinate the Ventura County “Learning-to-Teach” Consortium funded programs, staff development activities, and special projects; monitor and evaluate local programs assuring compliance in implementation of the law.
Reports To
Insert your school district’s specific reporting relationship here.
Required Education and Credentials
Required Credentials / Licenses / Certifications
Valid California driver’s license; Teacher Credential; Administrative Credential.
Education Requirements
Master’s degree in education, or an equivalent combination of education and experience.
Required / Desired Experience
Required Experience
Five years of teaching experience with programmatic experience working with students, teachers, and special projects, or an equivalent combination of education and experience.
Essential Duties and Responsibilities
- Plan, organize, and coordinate the programs, special projects, activities, and services of Teacher Support Programs; assure proper staffing and allocate personnel and resources to optimize departmental efficiency and effectiveness.
- Provide technical expertise, information, and assistance to management and school districts regarding assigned functions; advise appropriate personnel of unusual trends or issues and recommend appropriate corrective action.
- Initiate Consortium-wide personnel development assessment of needs; plan, prepare, coordinate and facilitate the implementation of staff development activities regarding components of programs and services.
- Develop and monitor program budgets; review budget detail reports to evaluate and modify programs as necessary.
- Collect, compile, compose and prepare evaluation data to monitor and evaluate programs assuring the consistent delivery of services and compliance with the State and Federal regulations, policies, and timelines.
- Serve as liaison for the Consortium to California Department of Education, California Commission on Teacher Credentialing, other programs, County Offices, agencies, districts, and community.
- Represent the Consortium on State and local advisory committees, including oral and written reports and presentations.
- Provide research and relevant data to VCOE, district, and universities for assessment, planning and subsequent policy and procedural decisions.
- Visit sites to observe, train and provide follow-up support and technical assistance to faculty, administrators, and coordinators for the proper implementation and evaluation of program support and assessment activities.
- Assist schools with planning staff development and designing in-house assistance related to topics of interest to beginning teachers, recruitment of program participants, and coordinating trainers as needed.
- Provide public information about Teacher Support Programs including funded programs and resources to assure fully credentialed teachers for the students of County by developing written materials, phone and personal consultation, and public speaking in community locations.
- Communicate with administrators and school district personnel to coordinate activities and programs, resolve issues and conflicts, and exchange information.
- Research and establish contact with potential funding sources; prepare proposals and secure funding; monitor and assure expenditures remain within budget constraints.
- Write and maintain records, files, and reports related to assigned programs, services, training, and other duties.
- Develop and disseminate resource materials including relevant literature, handbooks, calendars, newsletters and brochures, and other communications to inform educators of Ventura County Consortium funded programs.
- Operate an automobile to drive to various County sites to conduct work; operate a variety of office equipment, including microcomputer and typewriter; knowledge of videos, books, curricula, and other program and support materials.
- Provide direction to program, instructional, and clerical personnel as assigned; assist with interviewing and selection of staff.
- Perform related duties as assigned.
Required Skills and Abilities
Knowledge of
- Planning, organization, and controlling aspects of state-funded programs, including the California Standards for the Teaching Profession and California Formative Assessment and Support System for Teachers (CFASST).
- Budget preparation and control.
- Applicable sections of the State Education Code and other applicable laws, codes, regulations, policies, and procedures related to assignment.
- Variety of curriculum used in K-12 classroom.
- Principles and practices of administration, supervision, and training.
- Technical aspects, procedures, and practices of program administration.
- District organization, operations, policies and objectives.
- Interpersonal skills using tact, patience and courtesy.
- Oral and written communication skills.
- Public speaking and presentations.
- Operation of a microcomputer and related software.
Ability to
- Plan, organize, and coordinate budgets, projects, and services to school districts.
- Advise, consult, and direct ongoing training services to Consortium school district personnel involved in assigned programs.
- Train, supervise and evaluate the performance of professional and classified staff.
- Prioritize and schedule work.
- Interpret, apply, explain, and enforce rules, regulations, policies and procedures.
- Maintain current knowledge of program rules, regulations, requirements and restrictions.
- Read, interpret, apply and explain rules, regulations, policies and procedures.
- Assure agreements, activities, and projects comply with regulations and standards for CDE and CCTC funded programs.
- Research, develop, and direct special projects for the County Office and local districts.
- Develop curriculum and instructional materials.
- Analyze situations accurately and adopt an effective course of action.
- Meet schedules and time lines.
- Work independently with little direction.
- Prepare comprehensive narrative and statistical reports.
- Prepare and deliver oral presentations.
- Coordinate and supervise the preparation and maintenance of a variety of narrative, statistical, and financial reports and files.
- Establish and maintain cooperative and effective working relationships with others.
- Operate a personal computer.
Work Environment
Physical Requirements
Sitting for extended periods of time, hearing and speaking to communicate and exchange information, and seeing to observe accuracy of reports and documents. Should an applicant require reasonable accommodation, the will consider that upon request.
Other Requirements
Additional Information
Subject to inside environmental conditions; subject to driving to County sites to conduct work.