Evaluating Impacts on Professional Practice (-isms)


I work in a Head Start center.  24976805331_9b39180eab_bLaunched in 1965 by its creator and first director Jule Sugarman, Head Start was originally conceived as a catch-up summer school program that would teach low-income children in a few weeks what they needed to know to start elementary school.  The program continues this vision of supporting low income children and their families with early education and social services such as food assistance, utility bill services and health services.  Head Start families experience racism (90% of the families identify as African American), classism (poverty or below poverty) and hylicism (materialism) while I experience racism and classism. I am an African American woman that “sounds white” though I often require food from food banks and family assistance to make ends meet despite working full time hours.

This year, despite Head Start’s mission to support low income families, 80% of the classroom of children I teach are above the poverty level due to regulations that allow for 10% of the spaces in the program to be allotted for over income children. In the last month, I have witnessed many of the children come to school wearing new shoes almost daily.  I made mentioned of this to another coworker who responding, “now you know it’s tax refund season” indicating we would see more and more of the children center wide wearing new clothing, shoes and hairstyles even among the parents.


But  before school year end, the same families will once again need assistance with their utilities, gas to bring their children to the center and/or food assistance.

Our center benefits from food donations from a local nonprofit.  When teachers are allowed to select items before the families we serve, the families sometimes look at us sideways as if we are taking food from them. There have been numerous times that if I had not received those donations, I would not have had dinner on the table some nights.




Evaluating Impacts on Professional Practice

I have experienced classicism at my job which is an interesting thing to experience when you work with culturally diverse families in a program designed to combat poverty and encourage self sufficiency.


Some background…..

I am a married woman with three sons, a daughter (who currently all live at home) and possess three degrees.  I have been in the early care and education workforce since 2000.  However, my family’s annual income falls between two figures for a family of 5–

100% Federal Poverty Level Minimum to Qualify for ACA Assistance
138% FPL MedicaidCap (in States that Expanded)


When the 2015-2016 school year began, I was struggling to keep finances afloat as that my husband had become disabled. By the second semester, the water company had turned our water services off due to nonpayment. My director at work learned that my water had been turned off via the coworker I had confided in who told her. My coworker truly thought she was helping not knowing the director and I had professional differences. Unbeknownst to me, the director asked other coworkers to donate funds to assist me with getting my water services restored and presented me the funds after questioning me about what was going on.  I was stunned and initially refused to accept the funds. My director refused to let me go until I had. I was grateful but continued to feel challenged about the monies because I know that my hourly wage is higher than most of the staff due to having an advanced degree in education.  Yet, because we are laid off from the second week in May until the second week of August, that higher wage does not benefit me overall.

Later that same week of this incident, I brought a gift bag filled with some diapers, wipes, a onesie and baby bath for a friend who had invited me to her baby shower that previous weekend but could not attend because my car had broken down. The gifts and bag had come from Dollar Tree–a total $5 gift. I learned that the director was upset that I had purchased a baby shower gift for a friend because I had no water in my home and talked about the fact to other coworkers. I was floored because I had neither asked for funds from her or any other person at work.  I only confided in said coworker as a means of release. It was a clear lesson to never bring home issues to work.

Since this encounter, anytime I have a transition of any type–drive a different car to work, wear a different hairstyle or new pair of shoes–I get different looks and/or interrogated.  Little do my coworkers really know that my food comes mainly from local food banks and the food pantry at my church because I do not qualify for food stamps. When I drive a “different car”, it’s because my car was repossessed or is broken down. The “different car” usually belongs to my father in law who allows me usage until we can find a car of our own.  Student loans have me so far in debt that my debt to income ratio is too high for car companies to take the chance financially to loan to me at a lower interest rate. Hoping and praying  that all changes after completing this degree.cujfzw_xgaabjeoHow it must feel for the families we work with and for every day who qualify for the services we offer due to their incomes not just low but AT or BELOW federal poverty levels?    My personal experiences give me a better perspective of what it means to be poor in America today.  I am educated, married, African American and am one of the working poverty.The poverty rate for all persons masks considerable variation between racial/ethnic subgroups. Poverty rates for blacks and Hispanics greatly exceed the national average. In 2014, 26.2 percent of blacks and 23.6 percent of Hispanics were poor, compared to 10.1 percent of non-Hispanic whites and 12 percent of Asians. Poverty rates are highest for families headed by single women, particularly if they are black or Hispanic. In 2014, 30.6 percent of households headed by single women were poor, while 15.7 percent of households headed by single men and 6.2 percent of married-couple households lived in poverty.

Think of how families feel about current government shifts? 

We have a new Congress and president, who are moving to repeal the Affordable Care Act with a unknown replacement. The new president has signed an executive order to weaken the individual mandate which funds the ACA. This throws 18 million people off health care coverage if there is no replacement. Two other programs Congress is going after are the Supplemental Nutrition Assistance Program, formerly food stamps, and Medicaid for low-income Americans.  There are 43 million people who live below the poverty line and are food insecure, including 13 million children. Many people work hard and are still not making it. There is a dominant belief in our society that if one works hard enough they will do well. According to the recent census, two-thirds of people living in poverty are working 1.7 jobs. I am in this category as that in addition to working with Head Start, I tutor an average of three afternoons (4p to 630p) for two national companies. Experiencing poverty makes me educate myself about poverty to better learn how to work and care for the families with which I interact.


Understanding the Federal Poverty Guidelines for Determining Cost Assistance on Plans Active in 2017. 

Poverty in the United States Frequently Asked Questions

Fearful of losing aid programs

Education Students Who Live in Poverty


Observing Communication

quote-we-get-strength-and-encouragement-from-watching-children-hayao-miyazaki-85-9-0985This week I had the pleasure of observing fathers and their children interact with one another during the Spring Fling/Fatherhood Initiative Day held yesterday at the Head Start center where I work. I focused my attention on one particular father and child team, K and K Sr. K is a three year old boy in my classroom who I noticed early on in the program learns best when he is ‘doing’.  He is academically on the level of the four year olds (PreK) in the classroom but socially he is more along the lines of a two year old. He cries, runs and hides under tables and chairs; or sits near a far away gate on the playground when upset.  He is typically inconsolable during those times and often it becomes necessary for a teacher to just sit near him because those watching the cameras in the central office location call back to the center when they see him sitting alone.  (I often wonder why they never call when they see him hitting, pushing children and completing flips across the carpet during my circle time! Another conversation for another time.) K uses his ‘whole body to communicate’ as director of Little School of Family Childcare Lisa Kolbeck shares in this week’s video resource (Laureate Education, 2011).

On Spring Fling/Fatherhood Initiative Day, K’s mom brought him in and informed me that K, Sr (senior). would be coming to the center around 10am when our class was on the playground.  Our classroom of children and parents move to the playground after breakfast (930am). When K, Sr. arrived at 10am, K ran right to him at which point K, Sr. picked K up, holding him high into the air before returning him back to the ground.  K, Sr. then began tossing a soft football to K that he had found near the spot he was standing.  After a few rounds of tossing, K runs off to get a soccer ball.  K runs and runs around with the ball. K, Sr. stands stationary in the same space he had been tossing the football back and forth with K. After about ten minutes, K takes the soccer ball to K, Sr. It was hard to notice K, Sr’s expressions as that he wore wide sunglasses and stood with arms folded during the time that K was running around.  K and K, Sr. kicked the soccer ball a few rounds with K always retrieving. K, Sr. did not interact with the other fathers or K’s classmates.  At one point, K’s father left the playground and K ran after him.  I heard another teacher on the playground call for K who was on the other side of what was a locked fence before K’s father went through it.  I ran after K and he took off running near another open fence which led to the parking lot and nearby road.  I called for K to come back but he continued running and crying.  I then noticed K’s father come from around the corner of the building that houses the cafeteria.  I told K, Sr. that K had begun to run after him through the fence that we typically keep lock. K’s father said, “oh, I’m sorry buddy.  I was just gone for a minute. I was coming back.”  By now I had picked K up who was now sobbing with his face in my shoulder.  K, Sr. took him from me and stated, ‘he was sorry’ as he walked past me back towards the playground. I followed behind them.

After another 30 minutes on the playground, a child took a soccer ball from K as he ran around. K’s father had walked to another part of the playground as that K’s sister’s classroom was also on the playground, too. (It was K’s sister’s teacher that had called for K to come back from the gate.)   K looked for dad but when he did not see him, K ran over to a section of gate crying and sat down.  I walked over to K and sat down with him trying to reassure him.  K continued to cry.  I asked him if he wanted to get another ball. K stood up and nodded yes then ran off.


Like the quote that opens this blog, I indeed gained strength and encouragement from watching K and his father.  I gained strength in knowing that K communicates with the adults that care for him in his life in much the same way.  K cries and hides– inwardly in his own head or under a table/chair–until he manages to gain the attention or consolation that will satisfy his needs in a timeframe that is sufficient for him.  I do not ignore K’s cries in the classroom nor did I ignore them that day despite his father being present.  It’s all about creating that safe space to play like Lisa Kolbeck states (Laureate, 2011) even when play causes an emotional response when feelings get hurt.


Laureate Education, Inc. (2011). Strategies for working with diverse children: Persona dolls. Baltimore, MD: Author


Paisley B13 Peddlers

Spring time is a great time to walk, rally or march in support of autoimmune disease awareness such as thyroid disorders. Consider supporting the Paisley B13 Peddlers reach their funding goal towards awareness.

paisley butterfly 13


Bingo! You have arrived! I am excited to be supporting AARDA’S Autoimmune Walk. More than 50 million Americans suffer from autoimmune diseases of which thyroid diseases are. That’s 1 out of every 6 people in the US! The Autoimmune Walk is one of AARDA’s efforts to bring together families impacted by autoimmune disease to raise much-needed funding and awareness… Because together we can accomplish far more than any of us can on our own.

Please register to walk with me OR make a donation to help me reach my goal!


When we link together, we are stronger! When we link together, a cure is closer!

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Time Well Spent

Towards the end of the course, it became necessary for us to think about careers in the ECE field.  I actually applied for one of the positions I listed locally and have an interview tomorrow.  This is exciting and important to me because it shows the value of the degree plan and the importance of the work that has been done up until this point.  The position covers a goal I set out for myself in one of my diversity courses in which I listed immersing myself in Spanish culture while still contributing to the field.  I am nervous yet excited!


From the beginning, the Walden MSECS program has given me new insight about the work of early education and what the concept of educating the whole child means. The very first course, Early Childhood Foundations, truly opened my eyes to a journey that I thought I already knew something about. However, I learned about the concept of ‘child’ encompasses more than the entity presented to us as he or she walks into the classroom.  The child is its parents (conception/brain development/neural pathways, etc.), the culture  and structure of its family; and its individual self.


In the long-term, I hope to make more time in advocacy work.  I put forth great efforts in the classroom for very little return in financial resources. I once had a four year old tell me their mother drove a better car than mine and she didn’t have to work. Children are so candid!! and uniquely observant.


Moving forward, I want to say thank you to my classmates, colleagues and to Prof. Pickens. I don’t want to say goodbye but rather  ‘so long’ and may we meet again as the professionals we are:





Jobs/Roles in the ECE Community: Internationally

This week I want to share three international early education organizations or communities of practice that appealed to me; job opportunities that interest me within those organizations and the skills and experience that  are needed to competently fulfill each of the roles~~~

  • Consultancy

    Technical Assistance in Early Childhood Intervention, Switzerland
    Organization: UNICEF – United Nations Children’s Fund
    Country: Switzerland
    City: Geneva
    Office: UNICEF Geneva

    Closing date: Friday, 24 February 2017
    Job no: 502898

    Work type: Consultancy

    Location: Switzerland

    Qualifications of Successful Candidate

    1.Higher university degree in medicine, public health, child development, and/or early childhood intervention
    2.Knowledge and expertise early childhood development and intervention, as well as monitoring, screening, and assessment tools in the region, such as the International Guide for Monitoring Child Development
    3.A good understanding of UNICEF’s work in CEE/CIS on home visiting and early childhood intervention, as well as UNICEF’s approach to disability
    4.8-10 years in the relevant technical field
    5.Excellent analytical skills
    5.Fluency in English and Russian required
    6.Prior experience with UNICEF, particularly in CEE/CIS on related topics an asset

    The consultancy will be home-based. The consultant will participate in the ECI Conference and Network Meeting in Belarus, undertake two or more country missions and one meeting at Regional Office in Geneva. Applicants indicate ability, availability and daily rate (in US$) to undertake the terms of reference above. Applications submitted without all the requested information will not be considered.

    I like UNICEF and participate in its annual Trick or Treat fundraising program with my classrooms. UNICEF has a 70 year history of working in 190 countries and territories to promote children’s survival, protection and development. As the world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments. It is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization..


  • Education Program Manager – South Sudan

Programming Bentiu, South Sudan

Mercy Corps is currently implementing Education in emergency programs to provide Safe & Protective Learning as provision of strengthened formal education, life skills and psychosocial support to build resilience and improve the well-being of children and young people affected by conflict in Unity State (Rubkona, Panyijiar) and Western Equatoria (Mundri East) States, South Sudan.

south-sudan-map-140130The Program Manager will report to the Director of Programs.

  • He/She will be responsible in managing all the education and integrated psychosocial support/conflict resolution activities in the different States (Unity and Western Equatoria) with Mundri East as main duty station.
  • He will work more closely with the national EiE Program managers and Senior Officers to ensure that the resources of the program meet its targets and deliverables on time and that target beneficiaries are mobilized.
  • The job demands regular interaction and coordination of Education partners and UNICEF and the PM shall coordinate activity implementation with these partners.
  • This position includes, developing tools for assessment, planning, implementation, monitoring, capacity building of Mercy Corps staff, reporting, and evaluation of the program and preparing periodic reports back to donors

Essential Job Responsibilities: Strategy & Vision
Provide program technical guidance, coordination, supervision and monitoring designed to meet program objectives, deliverables and goals.
Lead the Education in Emergency activities based on a strong contextual understanding of South Sudan and in line with Mercy Corps values
Provide technical input for Mercy Corps’ Education programs
Ensure inclusion of national technical staff and other key stakeholders into strategy process.
Promote the development of a holistic strategy through creating linkages with other sectors strategies (NFI, WASH, Protection).

Knowledge and Experience

BA/S or equivalent in relevant field (Education Management, Public Administration, Management or related social science field).
3-5 years of education programming in emergency/early contexts (urban, peri-urban and rural) with vulnerable communities.
CAAFAG experience is a plus.
Strong technical background in a broad range of youth development interventions in emergency/early recovery situations.
Demonstrated capacity in management, managing activities and teams.
Knowledge of participatory approaches and community sensitization and mobilization.
Demonstrated ability to manage and communicate effectively with an ethnically diverse team in a sensitive environment.
Demonstrated flexibility and creativity in planning and problem solving.
Experience with the development, implementation & compliance of UNICEF programs.
Ability to effectively represent Mercy Corps and its interests to key stakeholders including host governments, and national and international NGOs.
Excellent oral and written English skills required;
Previous experience in similar contexts.
Effective verbal and written communication, multi-tasking, organizational skills.

  • Maple Bear Teacher: Bring the best of Canadian education to students worldwide.

Teach at Maple Bear Global Schools in China

Maple Bear Salary and Benefits
Start Dates: Ongoing 2016 start dates
Student Level: Early Childhood
Training: Pre-departure orientation and training provided
Salary: 12,000-15,000 yuan/month, depending on experience and location
Flight Roundtrip Airfare covered by school
Housing Partly furnished apartment
Health Insurance Provided
Bonus Completion bonus
Contract length 1 year

Bear Requirements

Bachelors degree in Education, Early Childhood Education, or a related field
Native English speaker
Experience teaching or supervising young children
(Preferred) Teaching license issued by the teacher’s provincial or state government

Maple Bear has locations in Beijing, Shanghai, and Zhengzhou.

Beijing, China’s capital, is one of the largest metropolitan centers in the world, and the second-largest in China. With a history dating back 3,000 years, Beijing offers ancient and modern sights, and a number of cultural institutions.

Shanghai is China’s largest city and a major financial center. Located in Eastern China, this modern urban center is a showcase for China’s booming economic presence.

Zhengzhou is located on the south bank of the Yellow River, and is the capital of Henan Province. The city is one of the Eight Ancient Capitals of China and is a major transportation hub for the rest of the country. As an educational and economic center of the province, it is a rapidly growing city.


The Maple Bear mission is to deliver a student-focussed learning system in a safe, secure and stimulating environment that prepares students for success at the post secondary level and that instills a passion for life-long learning.

The Maple Bear vision is to provide a high quality pre-school, elementary and high school education based on the Canadian philosophy and best practices that meet the expectations of global parents and is in conformity with local education regulations.



Education Program Manager – South Sudan

Teach at Maple Bear Global Schools in China


Exploring National and Federal Careers in Early Education

Part of becoming a professional in any field is the ability to job seek and evaluate your skills against potential career/job objectives and descriptions.  I chose the following positions because two are in the nonprofit sector and the other would allow me to work on the national level with the Department of Education in the United States.

Executive Director

Society for Research in Child Development (SRCD)

The Society for Research in Child Development (SRCD), one of the world’s most prestigious and respected authorities in the field of child development, seeks an experienced, energetic, and entrepreneurial leader to become the next Executive Director and to help lead the organization into an exciting and ambitious future. This future includes a new headquarters location in Washington, DC; a bold strategic plan that envisions substantial growth and expanded impact; and new initiatives spanning a broad range of disciplines. The next Executive Director has an extraordinary opportunity to lead this historic transformation and, in so doing, to affect the lives of millions of children worldwide.

SRCD, founded in 1933, is a multidisciplinary, not-for-profit, professional association with, a membership of approximately 5,500 researchers, practitioners, and human development professionals from 65 countries. The mission of SRCD is to advance developmental science and promote its use to improve human lives. These goals are pursued through a variety of programs, publications, and policy advocacy initiatives.

The ideal candidate will have an established reputation in child development with a substantial research background and a deep understanding and appreciation for the domains of both research and practice. SRCD seeks a leader with a passion for children and child development, vision, energy, entrepreneurial drive, and a strong track record in administrative leadership.

Application materials (resume and cover letter) should be sent to: www.imsearch.com/6032. Inquiries should be directed to Nanette Blandin, nblandin@imsearch.com, 202-552-5521.


Executive Director

Organization: Black Education Strategy Roundtable
Date Posted: 2/2/2017
City: Federal Way
Location: Washington
Country: United States
Primary Category: Non-Profit
Type of Position: Full-Time
Education Requirement: Master’s
Experience Requirement: 5-10 years
Description & Details

Founded in 2006 under the sponsorship of the Washington State Commission on African American Affairs, the Black Education Strategy Roundtable (BESR) is the leading nonprofit organization working to close the opportunity and achievement gaps for Black/African American students across Washington state. 

BESR is a group of advocates, educators and informers who act on the belief that every student has limitless potential. With an audacious goal that 100% of Black students graduate with a meaningful high school diploma that prepares them for college, work and productive citizenship, BESR is poised to lead the policy advocacy and public engagement needed to achieve this target.


BESR seeks an Executive Director at an exciting time of its growth who will build upon their success and will seize the opportunity to affect the changes that will empower a generation of Black youth. Reporting to the Chairman of the Board of Directors, the Executive Director will serve as an ambassador for education reform, using BESR’s existing three-year strategic plan as a roadmap to solidify and grow the organization’s infrastructure, brand recognition, capacity, and impact on advancing equity in education.

Key priorities for the Executive Director will be:

• Advocacy
o Use a thoughtful, strategic approach to convene the right partners to advocate for equitable learning opportunities for Black students.
• Community Engagement
o Build upon and strengthen BESR’s relationships in the local communities of the students and families we serve.
• Strategic Fundraising
o With the support of the Board of Directors, direct and lead all fundraising efforts to ensure that BESR’s work is sustainable.
• Organizational Leadership
o Build out the infrastructure and operations of the organization and guide a passionate, motivated team.

Read more about BESR’s key priorities and ideal candidate for this role in the full position profile here.

Minimum Qualifications

All candidates should have a minimum of five years of relevant experience working in nonprofit leadership, public education, fundraising, communications, partnership and program management, and/or operations. He or she will have exceptional speaking, listening and writing skills. She or he should have a passion for BESR’s mission, and a knowledge of education reform activities. Advanced IT skills are required, with a preference for candidates with experience using Content and Project Management applications and Accounting software. A Masters’ Degree or equivalent work


Performance Improvement Officer 

Salary Range: 124,406.00 – 187,000.00 $ /year
Open Period: Thursday, January 05, 2017 to Sunday, February 05, 2017
Series & Grade: ES-0301-00/00
Position Information: Full Time  Permanent
Promotion Potential: 00
Duty Locations: 1 vacancy – District of Columbia, DC
Who May Be Considered: You are encouraged to read the entire announcement before you submit your application package. Your application may not get full consideration if you do not follow the instructions as outlined in the section “How to Apply.”
Security Clearance: Public Trust – Background Investigation
Supervisory Status: Yes


About the Agency

This position is located in the Office of the Deputy Secretary (ODS). The incumbent serves as the Performance Improvement Officer (PIO) for the Department of Education with responsibility for providing executive leadership over all phases of the Department’s strategic and performance planning process with a particular focus on program management, financial management, acquisition management, information technology, and human capital.

ODS focuses on the development and implementation of policies, programs, and activities relating to elementary and secondary education matters. This mission addresses a wide spectrum of interests ranging from safe and drug free schools, special education and rehabilitative services, to the education of students living in poverty and students with linguistically and culturally diverse backgrounds, and the promotion of educational reforms.

Travel Required:

  • Occasional Travel
  • This position requires less than 25% travel.


  • U.S. Citizenship is required.
  • Requires a financial disclosure statement, OGE-278.
  • Must be able to obtain and maintain a Public Trust security clearance.
  • Relocation expenses will NOT be paid.


Additional Duty Location Info:

1 vacancy – District of Columbia, DC
Serves as the principal advisor to the Deputy Secretary and other agency leadership on all issues within the Department pertaining to compliance with the Government Performance and Results Modernization Act of 2010.

Serves as the principal advisor to the Deputy Secretary on the implementation of the agency strategic planning, performance planning, and reporting requirements provided under sections 31 USC 1115-1122 and 5 USC 306, including the contributions of the agency to the Federal Government priority goals. Oversees the selection of agency goals and objectives, including opportunities to collaborate with other agencies on common goals.

Conducts regular reviews of agency performance, on a quarterly basis and an annual basis, of progress achieved toward agency priority goals.

Serves as the principal advisor to the Deputy Secretary on the development and use within the agency of performance measures in personnel performance appraisals and other agency personnel and planning processes and assessments.

Serves as the principal advisor to and representative for the Deputy Secretary on the Performance Improvement Council (PIC).


Qualifications Required:

EXECUTIVE CORE QUALIFICATIONS (ECQs): Unless you are currently under a career SES appointment, are eligible for reinstatement into SES, or have successfully completed a SES Candidate Development Program approved by OPM, you must submit written statements (narrative format) describing accomplishments that would satisfy the ECQs. If you fail to do so, you will be rated as ‘ineligible.’ You must limit your narrative to two (2) pages per ECQ. When uploading your ECQs, choose the Supporting Document Type called ECQ.

ECQ 1 – Leading Change: This core qualification involves the ability to bring about strategic change, both within and outside the organization, to meet organizational goals. Inherent in this ECQ is ability to establish an organizational vision and to implement it in a continuously changing environment.

ECQ 2 – Leading People: This core qualification involves the ability to lead people toward meeting the organization’s vision, mission, and goals. Inherent in this ECQ is the ability to provide an inclusive workplace that fosters the development of others, facilitates cooperation and teamwork, and supports constructive resolution of conflicts.

ECQ 3 – Results Driven: This core qualification involves the ability to meet organizational goals and customer expectations. Inherent in this ECQ is the ability to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks.

ECQ 4 – Business Acumen: This core qualification involves the ability to manage human, financial, and information resources strategically.

ECQ 5 – Building Coalitions: This core qualification involves the ability to build coalitions internally and with other Federal agencies, State and local governments, nonprofit and private sector organizations, foreign governments, or international organizations to achieve common goals.

To view additional information on the proper preparation of Executive Core Qualification statements available on the Office of Personnel Management’s website please click here.

MANDATORY TECHNICAL QUALIFICATIONS (MTQs): All applicants must submit written statements (narrative format) of accomplishments that would satisfy the technical qualification. You must address each technical qualification separately. You must limit your narratives to two (2) pages per technical qualification.

When uploading your MTQs, choose the supporting Document Type called MTQ.

MTQ 1: Demonstrated experiences in solving complex problems and utilizing data analysis to lead a strategic approach for developing a culture of continuous improvement in the areas of reliably, process cycle time, cost, quality and productivity.

MTQ 2: Demonstrated knowledge and experience in establishing goals for organizational component(s) to assess progress towards overall mission accomplishment.

MTQ 3: Demonstrated experience in directing the activities of multiple independent teams working towards varied organizational goals; setting standards, and monitoring and reporting outcomes.

When responding to the MTQs, you must clearly show that you possess the experience, knowledge, skills and ability to perform the duties of this position by submitting narrative responses in which you detail your experience in each of the MTQs.

Your examples should be clear and emphasize your level of responsibilities, scope, and complexity of the programs managed and program accomplishments with results of your actions, policy initiatives and level of contacts.

Applicants who use “see resume” as a response WILL NOT receive consideration for the position.

How You Will Be Evaluated:

Applicants will be evaluated by a Qualifications Review Panel of senior officials. The panel will rate and rank applicants on the basis of the quality and extent of total accomplishments, experience and education. The panel will determine the degree to which candidates possess the required knowledge, skills, and abilities to perform the mandatory technical requirements of the position and the mandatory executive core qualifications requirements.

Among the factors the evaluation panel will consider in determining the applicant’s relative capacity and fitness for the position are education, training, experience and demonstrated executive level qualifications. The Panel will rate and rank your resume against each mandatory technical qualifications and mandatory executive core qualifications to determine the best qualified candidates.

Candidates determined to be best qualified will be referred to the selecting official for further consideration for the position.

To preview questions please click here.



You can view our benefits at:https://jobs.mgsapps.monster.com/edu/vacancy/preview!benefits.hms?orgId=1&jnum=63621

Other Information:

VETERAN’S PREFERENCE – Veteran’s Preference does not apply to the SES.

SELECTIVE SERVICE If you are a male applicant born after December 31, 1959, you must certify at the time of appointment that you have registered with the Selective Service, or are exempt from having to do so under Selective Service law.

REASONABLE ACCOMMODATION – This agency provides reasonable accommodations to applicants with disabilities. If you need a reasonable accommodation for any part of the application and hiring process, please notify the hiring agency directly. The decision on granting reasonable accommodation will be on a case-by-case basis.

EQUAL EMPLOYMENT OPPORTUNITY – The United States Government does not discriminate in employment on the basis of race, color, religion, sex, national origin, political affiliation, sexual orientation, marital status, disability, genetic information, age, membership in an employee organization, retaliation, parental status, military service, or other non-merit factor.

How to Apply:

You must complete an on line application package to include the Resume, your responses to the MTQs, an your responses to the ECQs. To apply, please select ‘Apply Online’ button at the bottom of this announcement. Please note: your on line resume may not be a complete application. Be sure to carefully read this announcement to see if additional information is required and how it should be submitted.

Applicants who fail to submit all information and documents (i.e., Resume, MTQs and ECQs) WILL NOT receive consideration for this position.

You have until 11:59 p.m. Eastern Time on the closing date of this announcement to complete the application process.

NOTE: Applications submitted by means other than those described in this vacancy announcement will NOT be considered.

Required Documents:

1. Resume: In addition to your written statements addressing the Executive Core Qualifications, the Mandatory Technical Qualifications, and other qualifications as applicable, submit a resume or any other written format you choose to describe your qualifications. Applicants typically provide the following information:

Full name, mailing address, and day email address and evening telephone numbers

Educational information, including the name, city and state of the colleges or universities you attended, as well as the type and year of any degrees received

Information about your paid and non paid work experience related to this position including:

  • Job title (include series and grade if Federal job)
  • Duties and accomplishments
  • Employer’s name and address
  • Supervisor’s name and phone number (indicate if we may contact your current supervisor)
  • Starting and ending dates of employment (month/year)
  • Information about honors, awards, and special accomplishments

2. MTQ Statement: A narrative statement specifically addressing the mandatory technical qualifications. Each MTQ Statement should not exceed two (2) pages.

3. ECQ Statement: A narrative statement specifically addressing each individual ECQ. In lieu of the narrative statement, current career SES members, reinstatement eligibles, and SES Candidate Development Program graduates must provide the documentation in item #4. ECQs should not exceed ten (10) pages total.

4. All current and former career SES members must provide an SF-50, Notification of Personnel Action documenting their status or reinstatement eligibility). Candidates who have successfully completed an Office of Personnel Management approved SES Candidate Development Program must submit a copy of their ECQ certification.

Agency Contact Info:

Kamilah Starks
Phone: 202-401-1402
Email: Kamilah.Starks@ed.gov
Agency Information:
Office of the Deputy Secretary of Education
400 Maryland Avenue, SW
Human Resources Services
Washington, DC 20202

What to Expect Next:

After all application packages have been received, we will review your application to ensure you meet the basic qualification requirements. We will evaluate each applicant who meets the basic qualifications based on the information provided and may interview the best-qualified applicants. After making a tentative job offer, we will conduct a suitability and/or security background investigation. You should expect to hear back on the outcome of your application within 90 days of the closing date of the announcement.