ERIC ED402668: Careers in the U.S. Department of Education: Education Program Specialist.

19 Pages·1994·0.32 MB·English

by  ERIC

DOCUMENT RESUME
EA 028 130
ED 402 668
Careers in the U.S. Department of Education:
TITLE
Education Program Specialist.
Horace Mann Learning Center (ED), Washington, DC.
INSTITUTION
ED/OHRA-93-4
REPORT NO
PUB DATE
94
NOTE
18p.
Descriptive (141)
PUB TYPE
Reports
EDRS PRICE
MFO1 /PCO1 Plus Postage.
-Administrator Role; Career Choice; Career
DESCRIPTORS
Development; Elementary Secondary Education;
*Employment Opportunities; *Employment
Qualifications; *Federal Programs; Occupational
Information; *Program Administration; Public
Agencies
*Department of Education; -Education Program
IDENTIFIERS
Specialists
ABSTRACT
Education program specialists in the United States
Department of Education establish and lead the education program,
policies, and activities for which the Department of Education is
responsible under law. This brochure provides information about the
job of education program specialist, describing how the specialists
fit into the department's mission, what they do, their
qualifications, personal skills, and training opportunities.
Education program specialists are involved in the following programs:
School Improvement Programs; Educational Resources Information Center
(ERIC); National Workplace Literacy Program; Education for Homeless
Children and Youth; Captioning and Adaptation Branch; Transitional
Bilingual Program; and Accreditation and State Liaison Division. Six
education specialists are profiled and two figures are included.
(LMI)
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Reproductions supplied by EDRS are the best that can be made
*
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U S DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
ATIONAL RESOURCES INFORMATION
ED
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it
Minor changes have been made to
improve reproduction quality
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy
2
Careers in the
U.S. Department of Education
1
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Skill Clinic
Horace Mann Learning Center
Personnel Management Service
The mission of the U.S. Department of
Education is to ensure equal access to
education and to promote educational
excellence throughout the nation. Recog-
MISSION
nizing that state and local governments
OF THE
bear responsibility for education, the
Department of Education assists and
DEPARTMENT
provides leadership in accordance with
national education policies and objec-
OF EDUCATION
tives.
Beginning in 1867, the original Depart-
ment collected information on schools
and teaching that would help states
establish effective school systems. Over
the years, the federal role has grown in
response to the need for national leader-
ship. The Department now manages
more than 230 legislated educational
programs providing more than $30
billion in funding to support improve-
ments in education at all levels, pre-
school through adult. In 1989, a National
Education Summit established six
National Education Goals for the year
2000, including school readiness for
every child; a high school graduation rate
of at least 90 percent; demonstrated
student competency in challenging
subject matter at the end of grades 4, 8,
and 12; world leadership in math and
science; universal adult literacy and skills
to compete in a global economy and to
exercise the rights and responsibilities of
citizenship; and a drug-free, disciplined
environment in every school in America.
Education program specialists establish
Magnet Schools Program, School Drop-
and lead the education programs,
out Demonstration Assistance Project,
and programs for arts in education and
policies, and activities for which the
for women's equity."
Department of Education is responsible
under law. They promote, coordinate,
and improve standards and opportuni- Educational Resources Information
ties. They help the education community
Center (ERIC Program), Office of
Educational Research and Improvement.
apply promising solutions to specific
problems. They ensure access to educa-
Director Robert Stonehill, GM-15, says:
tion opportunities for students of both
"ERIC is the world's biggest biblio-
sexes and for students disadvantaged by
graphic data base with over 800,000
summaries of documents and journal
economic, racial, geographic, or physical
or mental barriers. They improve the
articles. ERIC also produces 200 publica-
quality of education through research,
tions and about 20 million microfiche
development, demonstration, dissemina-
copies of documents a year and responds
tion of information, and training. They
to about 100,000 public inquiries. ERIC
ensure that Department policies and
acquires and analyzes all of the major
programs fit appropriately into federal- education literature, and we make the
most current information available
state and federal-local relationships or
throughout the world."
federal-private institution relationships.
They ensure that projects funded with
federal monies are making substantial National Workplace Literacy Program,
progress towards accomplishing their
Office of Vocational and Adult Educa-
tion. Program Officer Marian Banfield,
performance goals and objectives.
GS-12, says: "We're here to improve
worker productivity. We are responsible
Here are a few examples of the many
programs involving education program
for program regulations, meeting the
needs of the field, awarding grants, and
specialists:
monitoring projects."
School Improvement Programs, Office
Education for Homeless Children and
of Elementary and Secondary Education.
Youth, Office of Elementary and Second-
Deputy Director Arthur Cole, GM-15,
ary Education. Project Officer Francine
says: "We administer the School Im-
provement Account with a variety of
Vinson, GS-13, says: "We provide funds
programs including the Mathematics and
to 55 state agencies to ensure that home-
less children receive their appropriate
Science Program, a Drug-free Schools
education." Vinson disseminates infor-
and Communities Act Program, a
Accrediting agencies are organizations
identified by the local education agency.
mation, reviews and approves state
that evaluate institutions based on
From 50 students to 1000-plus are in any
plans, monitors projects, and responds to
certain standards, policies, and proce-
one program."
state coordinators.
dures to determine if they offer quality
Accreditation and State Liaison Divi-
education or training. Accreditation is
Captioning and Adaptation Branch,
voluntary; however, students attending
sion, Office of Postsecondary Education.
Office of Special Education and Rehabili-
schools not accredited by an accrediting
tative Services. The program supports
Acting Director Karen Kershenstein, GM-
14, says: "We administer the process by agency recognized by the Secretary of
the development and dissemination of
which accrediting agencies become Education are not eligible for federal
closed-captioned technology and deliv-
student aid.
recognized by the Secretary."
ery systems (decoders). It includes:
research and development in captioning
technology and educational media for
instruction of persons with hearing
impairment and other disabilities,
training in the use of educational media,
Distribution of Education Program Specialists
and development and implementation of
Across the Department
strategies for efficient distribution of
high-quality captioned products. The
125
program provides access to open-
captioned educational and general
99
interest films and videos.
79 77
Project Officer Ramon Rodriguez, GS-13,
says: "I manage programs in media
50
research utilizing captioning technology
to improve the literacy ability of persons
29
who are hearing-impaired and also those
with other disabilities."
5
4
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Transitional Bilingual Program, Office
1
OBEMLA
OS/ODS
Councils
OERI
011A
of Bilingual Education and Minority
OESE OVAE
OSERS
OPE
Languages Affairs. Program Officer Luis
Catarineau, GS-13, says: "The students
Left to right: Offices of the Secretary/Deputy Secretary; Special Education and
involved in the program will eventually
Rehabilitative Services; Intergovernmental and Interagency Affairs; Postsecondary
make the transition into the all-English
Education; Educational Research and Improvement; Elementary and Secondary
curriculum within three to five years.
Education; Bilingual Education and Minority Languages Affairs; Vocational and Adult
The population that we serve are stu-
Education; and National Advisory Councils.
dents with limited English proficiency as
6
Expertise in education and program
Specialists come from varied academic and
management are the hallmarks of he
work backgrounds and perform different
Department's approximately 450 educa-
jobs, but all apply professional educational
tion program specialists. Positions include
knowledge and experience to federal policy
WHAT
nonsupervisory, supervisory, or manage-
and programs. Nearly half of the education
EDUCATION
ment official positions in General Schedule
program specialists have academic back-
grounds in education. Many are trained in
(GS) grades 5 to 15, and those in the Senior
PROGRAM
Executive Service (SES). Prior to Novem-
social sciences; others specialized in psychol-
ber 1993, supervisory positions in grades
ogy, business and management, and foreign
SPECIALISTS DO
languages. Individuals from more than 300
13-15 were titled "GM." Those titles still
academic majors serve as education program
exist, but now are officially in the GS series.
specialists.
They work with elementary, secondary, and
Distribution of Education
postsecondary institutions, or other types of
Program Specialists
institutions and programs, such as vocational
by Grade Level
training or assistance to students with
disabilities. They work with state education
164
agencies, local education agencies, and with
professional educators in the public and
private sectors. Specialists maintain dose
contact with professional research and train-
ing organizations and with service programs
that apply new practices and technology.
84
Some specialists evaluate education plans
and policies. Others review proposals for
innovative or demonstration projects. Some
help in the development of legislation and
43
regulations. Some collaborate with individu-
als or groups to identify and assess high-
22
priority educational needs and evaluate
proposals to fill these needs. Many specialists
are responsible for administering federally-
funded education programs. They
SES
GS 14
GS 9 GS 12
monitor approved projects and provide
GS 13 GS 15
GS 11
technical assistance on educational and
administrative problems.
7
New entry-level specialists often start out
Francine Vinson
performing administrative tasks to learn
about their programs before taking on
Project Officer for the Education for
more responsibility. When Marian
Homeless Children and Youth Program
Banfield entered the Department as a GS-9,
Office of Elementary and Secondary
she did administrative support work that
Education
involved organizing and maintaining files,
GS-13, 26 years service
writing letters, organizing applications,
and planning conferences and technical-
Francine Vinson, Project Officer for the
review panel meetings. Three years later
Education for Homeless Children and
she is a GS-12 and is responsible for 37
Youth Program, calls her program, which
workplace literacy projects worth $10
provides formula grants to states to ensure
million.
that homeless children receive a free and
appropriate public education, "challenging
Some specialists apply emerging technol-
and rewarding." She says: "The McKinney
ogy to education programs. Ramon
Act requires states to change any law,
BIGGEST ACCOMPLISHMENT:
Rodriguez, a former teacher and adminis-
regulation, practice, or policy that would
"Between 1989 and 1991, 64,000 of
trator in programs for hearing-impaired
prohibit a child from going to school. There
322,000 homeless children were not
and deaf persons and professor at
are a host of problems and barriers that
attending school. Now about 20 percent of
Gallaudet University, is excited about a
prevent homeless children from enrolling,
those children are in school. I have
project that will develop a centralised
attending, and succeeding in schoolmost
developed strong relationships with the
program in such subjects as language,
often transportation. States are required to
state coordinators and work very closely
math, and science that will teach hearing-
develop a plan to facilitate enrollment and,
with them. That is something that I'm
impaired students via satellite. He says:
if there are barriers, state coordinators must
proud of. Their response to me is very
"Deafness is a low-incidence disability,
take steps to revise the laws."
warm."
and students are scattered all over the
country. By utilising satellite downlinks
Vinson, a GS-13, joined the Office of
BIGGEST CHALLENGE: "To help the
and uplinks, you can provide quality
Education as a GS-2 secretary 26 years ago.
coordinators find ways to overcome various
courses in those areas that would be very
A career intern program allowed her to
barriers, for example the transportation
expensive for one school program to offer."
continue her higher education while getting
issue is a major barrier nationally. A lot of
practical experience in a professional
our kids do not get to school because they
Specialists are located in the U.S. Depart-
position. She became an education program
simply can't get from one place to another.
ment of Education headquarters in Wash-
specialist at GS-7 with a career ladder to
Some states complain; most say they don't
ington, D.C., but much of their work is
GS-13. Vinson earned her bachelor's in
have money for extra buses or tokens so the
done with education projects throughout
business management with a minor in
challenge is to get state and local education
the United States. Travel is a key part of
education administration, and has taken
agencies to be responsible for educating
many positions.
postgraduate courses.
their own children."
continuing student of legislation, fund-
Education program specialist applicants
ing, and regulation of your area because
must have a professional knowledge of
education theories, principles, processes, there is constant change. Mike Ward,
and practices. The basic requirements for
GS-14, chief of Secondary Education
WHAT IT TAKES
Transition Branch, Office of Special
entry at the GS-5 level are: (1) a
TO BE AN
bachelor's degree that included at least
Education and Rehabilitative Services,
says: "I learned everythingthe whole
24 semester hours in a field related to the
EDUCATION
grant process and policy development
position to be filled, with at least 9
semester hours in education courses; or
on the job."
PROGRAM
(2) a combination of education and
Most specialist jobs are filled through the
experience that included the 24 semester
SPECIALIST
civil service system in which applicants
hours and 9 semester hours described in
compete on a merit basis. Those hired on
(1); or (3) four years of professional
career appointments into the government
education program specialist experience;
for the first time serve one year in a
or (4) one full academic year of profes-
probationary period. They also serve
sional teaching experience.
two additional years in career-conditional
status before being eligible for conver-
At GS-7 and above, candidates must
sion to career status. Excepted appoint-
have specialized experience or graduate
ments, which are exempt from the
level education related to the work of the
competitive procedures, are made for
particular education program specialist
position. A candidate may be qualified
stay-in-school and cooperative education
students, persons with disabilities,
for placement above the GS-5 level based
attorneys, and consultants and experts.
on graduate education, academic excel-
lence, or work experience. For example,
Each job is filled through a formal
in order to enter at the GS-9 level, a
announcement that sets forth the qualifi-
candidate must meet the minimum
cations needed, specialized experience
entry-level requirements described
required, salary range, major duties, level
above; and have two full years of pro-
of responsibility, and other pertinent
gressively higher-level graduate-level
information. The job announcement also
education, or one year of specialized
lists the weights that selective factors will
experience related to the position and
be given in assessing applicants. Candi-
which is equivalent to the next lower
dates are advised to address those skills,
level in the federal service.
knowledges, and abilities and demon-
Most specialists say they learned how
strate how their education and experience
relate to those factors.
government works on the job. They
point out that you need to be a quick and
9
Some specialists' jobs are designated as
Ralph Hines
career ladder positions, in which the
Chief, International Studies Branch,
potential promotion sequence covers
Center for International Education
more than one grade level. For example,
Office of Postsecondary Education
for a GS-9/11/12 career ladder position,
GM-14, 22 years service
the supervisor can hire someone at the
GS-9,-11, or -12 level. A person hired at
"We help institutions develop and improve
GS-9 would then be able to advance to
their programs in international studies and
the GS-12 without competing again for
foreign languages," says Ralph Hines, who
promotions.
joined the Office of Education 22 years ago
as a GS-5. Hines, now a grade 14 supervi-
Lateral movement to a job other than
sor with a staff of 8, oversees five discre-
education program specialist within the
tionary grant programs.
Department may occur when an em-
ployee has, or develops, expertise in
Trained as a secondary social studies
another area, such as program analyst.
teacher, Hines earned his master's in higher
and gain self-confidence. He says: "If you
However, the candidate must demon-
education focusing on curriculum and
can develop interpersonal skills that allow
administration while at the Department.
strate that he or she has the necessary
you to be able to deal with a variety of
"In this field a graduate degree was very
qualifications to perform the work. In
educators, administrators, and government
important," he says. "It certainly estab-
those instances where a candidate could
officials, that's a real plus."
lished legitimacy." He also graduated from
receive a promotion or there is an
the Department's Senior Manager's
increase in promotion potential, the
Communication skills also help because, he
Program (since replaced by the Manage-
candidate must compete for the position.
says, "as a specialist, you spend a lot of time
ment Development Program).
playing the role of PR officer."
Lateral movement can also occur within
the education program specialist job
Hines says, "I've had a number of people
Hines says: "I like the travel, the opportu-
series, such as when an individual
who have helped guide me. Coming into
nity to meet with educators and administra-
working in one program or office moves
government there are a lot of things you
tors. I like working with my peers develop-
don't know, not only from a disciplinary
to another program or office but still
ing, programs that train our future teachers
standpoint, but from an organizational
does education program work.
and upgrade the skills of faculty and
standpoint and also the idea of where one
administrators in the international area."
puts his or her emphasis in terms of
training, learning various skills necessary
BIGGEST CHALLENGE: "Dealing with
to become a good program officer, and
my foreign counterparts. We have to be on
learning how to function and operate with
top of the various educational climates in a
the academic clientele and with other
variety of foreign countries. We also need
governmental entities."
to know the cultural/educational climate
here in the U.S."
Hines credits part-time sales jobs with
helping him learn how to deal with people
C)