<p>PRINCIPAL ACCOUNTABILITES (SUMMARY)</p> <p>The Program Director works directly with the Dean to ensure alignment of program goals with overall goals of the respective Division and the College as a whole. As such, the Program Director then provides leadership for academic activities of a specific program, reviews and develops courses, recommend resources to support those programs, and interpret academic needs. Teaching expectations are outlined in the faculty workload policy. For more detail on principal accountabilities, see "Performance Measures and Standards" listed below.</p> <p>POSITION REQUIREMENTS</p> <ul> <li>Master's preferred (willingness to complete upon hire) </li><li>Bachelor's degree is required from a regionally accredited college or university. Must have a current Registered Diagnostic Medical Sonographer (RDMS) credential and one or more concentrations (Registered Vascular Technologist or Registered Diagnostic Cardiac Sonographer) </li><li>Have documented experience in student supervision, instruction, and evaluation. </li><li>Experience with educational theories and techniques; and have a minimum of three years of clinical experience as a registered sonographer. </li><li>Proficient with specific program accreditation agencies: Joint Review Committee for Diagnostic Medical Sonography (JRC/DMS) and Commission on Accreditation of Allied Health Education Programs (CAAHEP) Standards, and the American Registry of Diagnostic Medical Sonography (ARDMS) Rules and Regulations. </li></ul> <p>REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES</p> <p>Demonstrated written, oral, and electronic communication skills, analytical skills; familiarity with the rules and regulations specific to the discipline being instructed, and ability to adapt rapidly to a variety of situations.</p> <p>Knowledge of curriculum development, methods of teaching and evaluation is desired. Demonstration of research, scholarship, and commitment to community service is required for employment. See Faculty Role and Responsibility found in the Faculty Handbook.</p> <p>See Rank and Promotion Policy (Aultman College of Nursing and Health Sciences Faculty Handbook) for additional requirements, particularly in reference to potential for advancement in rank.</p> <p>PERFORMANCE MEASURES & STANDARDS</p> <ul> <li>Support and promote the mission and philosophy of Aultman College Nursing and Health Sciences as well as the Division. </li><li>Responsible for supervisory activities and projects as delegated by the Dean </li><li>Participates in the development, implementation, evaluation and revision of the educational program, </li></ul> <p>curriculum and instructional processes.</p> <ul> <li>Facilitating faculty development, including enhancing educational competencies* </li><li>Ensuring regular meetings of the faculty to facilitate communication and faculty participation in planning, implementing, and evaluating the curriculum* </li><li>Participates in coordinating arrangements with affiliating agencies to provide experiential education </li></ul> <p>opportunities (e.g., clinical, fieldwork, internship)</p> <ul> <li>Recommends development of course schedules and classroom assignments. </li><li>Ensure adequate experiential education sites needed each semester. </li><li>Participates in the preparation and management of the budget for the program* </li><li>Conducting on-going program assessment (in coordination with the Institutional Research and Assessment Coordinator) </li><li>Develop, implement, and evaluate program policies. </li><li>Assists in recommending academically and professionally qualified faculty members which includes recommending faculty for appointment, promotion, tenure or retention, and termination.* </li><li>Conducts faculty performance reviews at the delegation of the Dean </li><li>Modeling life-long learning relative to the professional discipline and in current educational methodologies. </li><li>Facilitates faculty development that provides for orientation and education of the faculty* </li><li>Participates in academic appeals and student conduct issues, as outlined in college policy. </li><li>Prepares program reports and self-study documents as required by professional regulatory agencies </li></ul> <p>and accrediting organizations. For nursing programs, this specifically includes:</p> <ul> <li>Submitting to the board a corrective action plan any time the program administrator submits one or more erroneous certifications of program completion to the board* </li><li>Prepares any special reports that may be required. </li></ul> <p>ROLE WITHIN THE CULTURE OF ASSESSMENT</p> <p>Each administrator, staff, and faculty member is expected to understand, value, prioritize, and communicate assessment as a critical institutional practice. Everyone has a responsibility to support the culture of assessment with behaviors that facilitate and sustain practices. Position-specific responsibilities include:</p> <ul> <li>Understand data collection/reporting obligations </li><li>Report on time and share information with appropriate director/ manager before submitting to IEC </li></ul> <p>PHYSICAL/MENTAL DEMAND AND WORK ENVIRONMENT[JD1]</p> <p>Working conditions in the office areas are good. Position requires regular attendance, much mental activity, study, reading, planning, evaluating, and decision making. Physical demands in the office are minimal with occasional lifting and/or carrying of such articles as records, files, or books - 10 pounds maximum. Operation of standard office equipment such as phones, computers, and copiers occurs on a frequent basis.</p> <p>Performance standards are universal in clinical programs. Performance standards require the employee/student to be in good physical and mental health. To provide safe and effective care, the employee/student must demonstrate, with or without reasonable accommodation, physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of clinical program(s).</p> <p>Functional Ability</p> <p>Performance Standards</p> <p>Visual</p> <p>Normal or corrected visual ability sufficient for accurate observation and performance of patient care.</p> <p>Tactile</p> <p>Tactile ability sufficient to gather physical assessment information.</p> <p>Self-Care</p> <p>Maintain general good health and self-care.</p> <p>Affective Learning Skills (Behavioral & Social Attitudes</p> <p>Demonstrate appropriate behaviors and attitudes. Acknowledge and respect individual values and opinions.</p> <p>Gross Motor Skills</p> <p>Gross motor skills sufficient to provide the full range of safe and effective patient care activities.</p> <p>Fine Motor Skills</p> <p>Fine motor skills sufficient to perform manual psychomotor skills.</p> <p>Cognitive Abilities</p> <p>Mathematical and critical thinking abilities to solve problems.</p> <p>Communication</p> <p>Ability to speak, read, and write. Use English language effectively. Communicate clearly in interactions with others (verbally/non-verbally). Computer literate.</p> <p>Hearing</p> <p>Use auditory sense.</p> <p>(Performance Standards, Student Handbook)</p> <p>Occasional irregular hours and travel (which may include clinical site visits).</p> <p>Provide timely response to externally/internally imposed conditions and deadlines.</p>