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Coordinator II, Academic Support and Equity Initiatives

  • Management

Reports to: Director of Academic Supports


The Coordinator for Academic Support and Equity Initiatives must have a clear vision of equity and inclusion in this district, must be able to articulate that vision to all stakeholders (students, parents, staff/administration, etc.) and must have and be able to use the means or resources to gain compliance and cooperation with community members (stakeholders), as necessary to realize the vision. This vision should include rooting out negatives, such as the elimination of bias (intended and unintended), as well promoting the positive aspects of the MATD recommendations, such as talent development. The coordinator will monitor student outcomes by race/ethnicity and SES at site- and district-levels, and address experiences of interpersonal bias with respect and attentiveness. The coordinator will also be responsible for the district's academic support programs - Read 180 and AVID/Focus on Success.


To be effective, the coordinator would need to have support in creating an administrative liaison at each site to ensure accountability.

  • Oversees the District's AVID and Focus on Success Programs
  • Coordinates with special education on the District Read 180 Program
  • Implements the District Equity Plan which articulates the district's vision for equity and inclusion, with accountability measures.
  • Coordinates the district Minority Achievement and Talent Development Steering Committee that is charged with implementing and furthering the Equity Plan, with representation from each school site.
  • Collaborates with Research and Data Department to monitor compliance at each site, including formalized accountability requiring a Single Plan for Student Achievement goal of increased equity practices, annual goals for implementation of universal screenings, and the establishment of research-based interventions at the site and district level.
  • Creates a bi-annual process to solicit input and feedback from URS students and parents.
  • Collaborates with Chief Academic Officers on development, implementation and evaluation of curriculum and instruction
  • Participates in the Uniform Complaint Procedure process
  • Participates in recruitment and retention of historically underrepresented staff
  • Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
  • Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form
  • Ability to work comfortably with students, staff, parents, and the community, from diverse backgrounds, while being responsive to their needs
  • Ability to use technology as a tool to support student and staff learning
  • Demonstrated ability to work cooperatively and effectively with parents, community members, teachers and administrators
  • Demonstrated skills in organization, group dynamics, effective meeting planning, and process facilitation
  • Effective interpersonal, communication, conflict resolution, time management, and record keeping skills
  • Knowledgeable about targeted student populations and effective instructional practices that support their development
  • Successful record of leading workshops, presentations, study groups committees
  • Proficiency desirable in speaking and reading Spanish

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to use hands to finger, handle, or feel objects, tools, or controls and reach with hands and arms.

The employee is occasionally required to stand; walk; sit; climb or balance; and stoop, kneel, crouch, or crawl.The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, and depth perception. Employee will frequently work at a computer and travel to attend meetings.


The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee occasionally works in outside weather conditions. The noise level in the work environment is usually moderate.Work environment includes working directly with children. There are a number of activities and situations happening at once, and the employee must ensure that children are supervised at all times, and that children are involved in safe and appropriate activities. The employee must be prepared to handle accidents and emergencies at any time.

The job entails potential for exposure to adverse weather conditions and temperature extremes; exposure to blood-borne pathogens and communicable diseases; and for interaction with disruptive and/or unruly individuals.

Work Year: 213 days

Revision Date: 11/03/2017

Initial date: 11/03/2017

Equal Opportunity Employer in compliance with the Americans with Disabilities Act and all other applicable federal, state, and local laws.

No portion of this job description shall supersede the Master Agreement between the Palo Alto Management Association and the Palo Alto Unified School District and applicable State or federal laws. Any changes in working conditions applicable to the current agreement shall be subject to negotiations at the demand of either party.