INTEGRATED PREVENTION COURSE DIRECTOR

In order to qualify, you must meet the specialized experience requirements described in the Office of Personnel Management (OPM) Qualification Standards for General Schedule Positions, Professional and Scientific Positions, GS-0101 Series. BASIC REQUIREMENT OR INDIVIDUAL OCCUPATIONAL REQUIREMENT: Successfully completed a bachelor's degree (or higher degree) in behavioral or social science; or related disciplines appropriate to the position.

OR Combination of education and experience that provided the applicant with knowledge of one or more of the behavioral or social sciences equivalent to a major in the field. OR Four years of appropriate experience that demonstrated that the applicant has acquired knowledge of one or more of the behavioral or social sciences equivalent to a major in the field.

In addition to meeting the basic requirement above, to qualify for this position you must also meet the qualification requirements listed below: SPECIALIZED EXPERIENCE: Applicants must have at least one (1) year of specialized experience at the next lower grade GS-11, or equivalent in other pay systems.

Examples of specialized experience includes 1) Applying a comprehensive knowledge of laws, regulations, and policies as well as behavioral, social science and/or public health practices principles and theories relating to the prevention of violence. 2) Using knowledge of a wide range of delivery systems relating to violence prevention and the multiple uses of such systems.

1. Providing knowledge of DAF culture, military family dynamics, related professional fields, and a thorough knowledge of the DAF community and the unique challenges that DAF families face, or equivalent knowledge. 4) Applying knowledge of safety and security regulations, practices, and procedures. 5) Identifying individual and community risk and protective factors to determine needed primary prevention activities to meet the needs of the base populace.
2. Analyzing, planning, organizing, and directing work operations to meet program requirements and objectives with available resources; mentoring, motivating, and appraising the staff of an organization. 7) Working well with others in a team approach and communicate effectively, orally and in writing. FEDERAL TIME-IN-GRADE (TIG) REQUIREMENT FOR GENERAL SCHEDULE (GS) POSITIONS: Merit promotion applicants must meet applicable time-in­-grade requirements to be considered eligible.

One year at the GS-11 level is required to meet the time-in-grade requirements for the GS-12 level. TIG applies if you are in a current GS position or held a GS position within the previous 52 weeks. NOTE: Applicants applying as VEOA candidates who are current GS civil service employees or are prior GS civil service employees within the past 52 weeks must also meet time-in-grade requirements.

KNOWLEDGE, SKILLS AND ABILITIES (KSAs): Your qualifications will be evaluated on the basis of your level of knowledge, skills, abilities and/or competencies in the following areas: Professional knowledge of education and training techniques, e.g., providing examples, demonstration or equipment and/or process, eliciting appropriate experience, hands-on drills, sequence, academic counseling, simulation, gaming, and tutorials.

Broad experience and expert knowledge of specialized subject matter directly related to Integrated Prevention Management should be at the highest level, as evidenced by satisfactory sustained performance while assigned at base level. Knowledge of social services delivery systems as well as concepts, principles, theories, and practices relating to one or more of the social or behavioral science fields. Skill and ability to establish instructional program objectives and to assess progress toward their achievement.

Skill and ability to evaluate training course content and effectiveness. Ability to interpret DAF and DoD doctrine, congressional legislation, and prepare appropriate training materials. Ability to communicate effectively both orally and in writing; negotiate complex issues; and maintain good working relations. PART-TIME OR UNPAID EXPERIENCE: Credit will be given for appropriate unpaid and or part-time work.

You must clearly identify the duties and responsibilities in each position held and the total number of hours per week. VOLUNTEER WORK EXPERIENCE: Refers to paid and unpaid experience, including volunteer work done through National Service Programs (i.e., Peace Corps, AmeriCorps) and other organizations (e.g., professional; philanthropic; religious; spiritual; community; student and social).

Volunteer work helps build critical competencies, knowledge and skills that can provide valuable training and experience that translates directly to paid employment. You will receive credit for all qualifying experience, including volunteer experience.

Summary: The primary purpose of this position is: To serve as the lead educational and instructional developer of the Integrated Prevention Course, to include career field education for the in-resident (IR) faculty of the General Ira C. Eaker Center for Leadership Development, Force Support Professional Development School.

Performs a wide variety of duties and responsibilities encompassing coordination of adjunct faculty carrying out instruction, curriculum development, administration, research, evaluation and consultation as required. As Course Director, serves as authoritative consultant ensuring the effective communication of all activities required for the development, implementation, delivery and maintenance of assigned courses.

01Duties

• Performs Course Director duties; responsible for the overall preparation and execution of one or more Integrated Prevention related courses as assigned.
• Provides platform or distributed instruction on matters related to the Integrated Prevention discipline comparable to graduate level courses.
• Prepares class schedules, arranges for guest speakers, and ensures effective coordination of all activities in the conduct of courses for which administratively responsible.

Monitors and evaluates effectiveness of Integrated Prevention courses, using student survey data as well as direct statements from the students and adjunct faculty.