Classification Standard - EB - ED - Education

CONTENTS

INTRODUCTION

GROUP DEFINITION

LANGUAGE TEACHING SUB-GROUP

Introduction

Sub-group Definition

Description of Levels

ELEMENTARY AND SECONDARY TEACHING SUB-GROUP

Introduction

Sub-group Definition

Description of Levels

EDUCATION SERVICES SUB-GROUP

Introduction

Sub-group Definition

Rating Scales

Bench-mark Position Description Index

In Alphabetical Order

In Ascending Order of Point Values

Factor

Element

Percentage of

Total Points

Point

Minimum

Values

Maximum

Knowledge

35

70

350

Problem Solving

Scope for Initiative

and Imagination

Impact of Activities

35

70

350

Responsibility

for Contacts

Purpose and Nature of

Contacts

Persons Contacted

15

30

150

Supervision

Number of Employees

Supervised

Level of Employees

Supervised

15

15

150

100

KNOWLEDGE

350

PROBLEM SOLVING

350

RESPONSIBILITY FOR CONTACTS

150

SUPERVISION

150

1,000

Degree of Knowledge

Points

Benchmark Position Descriptions

1

70

Area Adult Educator, Rankin Inlet,

Keewatin Region, N.Admin.Branch

Regional Language Arts Specialist,

Indian Affairs Branch

Page

28

50

2

116

Regional Supervisor of Adult

Education, Baffin Island Region,

 Northern Administration Branch

Regional Supervisor of Home Econ.,

Alberta Reg., Indian Affairs Br.

60

63

3

162

Test Specialist, Language

Bureau

72

4

209

Reg.Supt. of Schools, Arctic Que.

Reg., Northern Admin. Branch

Senior Test Development Specialist,

Language Bureau

53

66

5

256

Chief, Curriculum and Methodology

Unit, Language Bureau

Head, Adult Education Section,

Indian Affairs Branch

31

47'

6

303

Chief, Vocational Training and

Spec.Services, Ind.Aff.Branch

District Superintendent of Schools,

Arctic District, Northern Admini­

stration Branch

39

43

7

350

Chief of Education, Northern

Administration Branch

35

Scope

in the

for Initiative and

Solving of Problems,

and

Imagination

Degree

Impact of

Activities,

and Degree

Problems are solved

by the selection of

of one several known techniques or  methods and by a moderate degree

of modification or

adaptation of the method selected. There is scope for initiative and judgment in the

selection of the alternatives. Direction sought to ensure that solutions to problems are in keeping with

established program

objectives.

Problems are solved by substantial modification or adaptation of known techniques or methods. There is

scope for the exercise of initiative and imagination in the devising of new

techniques and  methods and in the recommending of changes in activities or program content.

The problems to

solved are typically those for which

precedent exists.

Solutions require

exercise of a high degree of imagination

and judgment in

formulation and development of fresh approaches. Solutions developed frequently

influence program

content or the formu­lation of program objectives and policy.

A

B

C

70

Page

141

Page

212

Pace

₁

Area Adult Educator,

Rankin Inlet,

Keewatin Region,

N.Admin.Branch

Reg.Language Arts

Spec.,Ind.Aff.Br.

Teacher Consultant,

Arctic Que.Reg.,

N.Admin.Branch

28

50

69

Senior Test Development Specialist,

Language Bureau

66

139

210

281

2

Reg.Supt. of Schools,

Arctic Que.Reg.,

N.Admin.Branch

Reg.Sup.of Adult Ed.,

Baffin Island Reg.,

N. Admin.Branch

53

60

Chief, Curriculum

and Methodology Unit,

Language Bureau

District Supt.of

Schools, Arctic Dist.,

N,Admin.Branch

Head, Adult Educ.

Sec.,Ind.Aff.Br.

31

43

47

Chief, Vocational

Training and

Special Services,

Indian Affairs

Branch

39

Purpose and Nature of contacts , and degree

Persons

Contacted

and Degree

To give, obtain

and exchange

information

requiring discussion, explanation and co-

operation.

To persuade and

obtain assistance

or agreement of

others.

To act as a representative of the department or

agency at formal

meetings where differences in interest may be expected, with authority to

discuss problems

and seek common

ground on which

base solutions or

to negotiate agree­ments of moderate

significance.

To act as a repre­sentative of the

department or

agency in negotia­ting agreements

of considerable

significance with authority to formulate programs

within established

objectives.

A

30

Page

B

58

Page

C

86

page

D

115

Page

Such persons as school

children, parents, adult students, associates and colleagues in other departments and agen­cies, and employees in the same depart­ment.

1

Area Adult Educator,

Rankin Inlet,

Keewatin Reg.,

N.Admin. Branch

28

⁴⁷

75

103

132

Such persons as

officials in other

departments and

agencies, and associates in other

levels of government,

other countries, universities and colleges, research centres, private organizations or

industry.

₂

Senior Test Dev

Specialist,

Language Bur.66

Test Specialist,

Language Bur.72

Reg. Language Arts

Spec., Indian

Affairs Branch

Reg. Supt. of

Schools, Arctic

Que.Reg.,N.Ad.Br.

Reg.Sup. of Home

Economics, Alta.

Reg.,Indian Aff.

Branch

Teacher consultant,

Artic Que.Reg.,

N.Admin. Branch

50

53

63

69

Testing and

Evaluation

Specialist,

Northern Adminis­tration Branch

75

65

931

121

150

Officials of other

levels of government,

other countries, universities and colleges,

research centres,

private organizations

or industry.

3

Chief, Curriculum

and Methodology

Unit, Language

Bureau

Dist. Supt. of

Schools, Arctic

Dist.,N.Ad.Br.

Reg.Supt., Voca-

tional Training

and Spec.Serv.,

Sask.Reg., Indian

Affairs Branch

31

43

56

Chief of Education,

N.Administration

Branch

Chief, Vocation­

al Training and

Special Serv.,

Indian Affairs

Branch

35

39

Level of

Number of

Employees

Supervised

and Degree

Employees

Supervised,

and Degree

1-3

4-10

11-25

26-75

76-200

201-400

401 and

over

A

B

C

D

E

F

G

1

15

32

49

67

85

103

121

2

29

46

63

81

99

117

135

3

44

61

78

96

114

132

150

Nature of Supervisory Responsibility and Level

of Employees Supervised, and Degree

Bench-mark Position Descriptions

Continuing and substantive supervision

of employees in any category.

¹

Regional Supervisor of Home

Economics, Alberta Region,

Indian Affairs Branch

Page

63

Continuing and substantive supervision

of employees, one or more of whom occupy

positions classified at levels ED-EDS-1,

2 and 3, or at equivalent levels in other

groups or sub-groups.

2

Chief, Curriculum and Methodology

Unit, Language Bureau

Head, Adult Education Section,

Indian Affairs Branch

Reg.Supt. of Schools, Arctic Que.

Reg.,N. Administration Branch

31

47

53

Continuing and substantive supervision of

employees, one or more of whom occupy

positions classified at levels ED-EDS-4,

5, 6 and 7, or at equivalent levels in

other groups or sub-groups.

3

Chief of Education, N.Admin.Br.

Chief, Vocational Training and

Spec. Serv.,Indian Aff. Branch

District Supt. of Schools, Arctic

District, N. Admin. Branch

35

39

43

BENCH-MARK

POSITION NO.

DESCRIPTIVE TITLE

PAGE

1

Area Adult Educator, Rankin Inlet, Keewatin Region,

Northern Administration Branch

28

2

Chief, Curriculum and Methodology Unit, Language Bureau

31

3

Chief of Education, Northern Administration Branch

35

4

Chief, Vocational Training and Special Services, Indian

Affairs Branch

39

5

District Superintendent of Schools, Arctic District,

Northern Administration Branch

43

6

Head, Adult Education Section, Indian Affairs Branch

47

7

Regional Language Arts Specialist, Indian Affairs Branch

50

8

Regional Superintendent of Schools, Arctic Quebec

Region, Northern Administration Branch

53

9

Regional Superintendent of Vocational Training and Special

Services, Saskatchewan Region, Indian Affairs Branch

56

10

Regional Supervisor of Adult Education, Baffin Island

Region, Northern Administration Branch

60

11

Regional Supervisor of Home Economics, Alberta Region,

Indian Affairs Branch

63

12

Senior Test Development Specialist, Language Bureau

66

13

Teacher Consultant, Arctic Quebec Region, Northern

Administration Branch

69

14

Test Specialist, Language Bureau

72

15

Testing and Evaluation Specialist, Northern

Administration Branch

75

DESCRIPTIVE TITLE

BENCH-MARK

POSITION NO.

POINTS

PAGE

Regional Language Arts Specialist, Indian Affairs

Branch

7

215

50

Teacher Consultant, Arctic Quebec Region, Northern

Administration Branch

13

215

69

Area Adult Educator, Rankin Inlet, Keewatin Region,

Northern Administration Branch

1

230

28

Test Specialist, Language Bureau

14

279

72

Regional Supervisor of Home Economics, Alberta Region,

Indian Affairs Branch

11

310

63

Regional Supervisor of Adult Education, Baffin Island

Region, Northern Administration Branch

10

376

60

Senior Test Development Specialist, Language Bureau

12

443

66

Regional Superintendent of Schools, Arctic Quebec

Region, Northern Administration Branch

8

522

53

Testing and Evaluation Specialist, Northern Administra­tion Branch

15

522

75

Head, Adult Education Section, Indian Affairs Branch

6

570

47

Regional Superintendent, Vocational Training and Special

Services, Saskatchewan Region, Indian Affairs Branch

9

650

56

Chief, Curriculum and Methodology Unit, Language Bureau

2

650

31

District Superintendent of Schools, Arctic District,

Northern Administration Branch

5

766

43

Chief, Vocational Training and Special Services, Indian

Affairs Branch

4

848

39

Chief of Education, Northern Administration Branch

3

1,000

35

Bench-mark Position Number: 1

Level:

Descriptive Title: AREA ADULT EDUCATOR,

RANKIN INLET, KEEWATIN REGION,

NORTHERN ADMINISTRATION BRANCH

Point Rating: 230

Duties

% of Time,

- Plans and organizes projects, courses and other activities in such

areas of adult education as literacy education, citizenship,

housing, home management, wildlife conservation, co-operatives

community development and leadership training to help the

indigenous population understand and adapt to an alien culture

and to fit them for particular socio-economic changes

- by surveying the social and educational needs of the

adults in the area and relating these to industrial,

economic and community needs,

- by defining long-term area objectives and short-term

course or project objectives and determining the most

effective means of achieving the objectives,

- by developing outlines of courses or projects, and

- by adapting available adult education materials to the

vernacular language of the indigenous people or to other

requirements of the particular situation.

35

- Staffs and directs the activities of the adult education program

- by recruiting, selecting and engaging leaders, instructors,

resource persons and interpreters on a volunteer or con­

tract basis,

- by arranging training or by training such personnel,

- by supervising the work of volunteer and contract personnel

and day-school teachers engaged on a part-time basis for

adult education instruction,

- by guiding voluntary leaders in the development of a frame­

work for the conduct of their programs, and

- by evaluating the courses and projects for suitability of

methods, content and results achieved, and the leaders,

instructors and resource personnel for the adequacy of their

performance.

30

- Controls the activities of the adult education program to ensure

that the most effective program is carried out with the resources

available

- by ensuring that departmental policy, directives and procedures are followed,

15

% of Time

- by estimating cost of courses and projects and ensuring

that expenditures remain within the agreed budget,

- by relating plans for projects and activities to available

area facilities and to human and financial resources,

- by maintaining accurate statistical data on adult partici­pation in courses and projects,

- by recording costs of projects, as reference data for use

in compiling future estimates,

- by maintaining an educational inventory for all adults in

the area, as reference data for project planning or for

the employment of the adults, and

- by obtaining and maintaining an adequate supply of teaching

aids and educational materials.

- Promotes community interest in and support for adult education

activities in the area to obtain greater participation of local

leaders in defining needs and setting project objectives

- by addressing community groups and organizations on depart-

mental program objectives and on the results achieved,

- by arranging and participating in community meetings, work­

shops and conferences, and

- by writing news releases and newspaper copy and giving talks

over radio.

5

- Solicits the co-operation of departmental colleagues and of other

agencies, both public and private, in collaborative planning to avoid

duplication of effort and to increase the area of mutual benefit

- by attending formal meetings as departmental or branch

representative, and

- by conducting correspondence with departmental colleagues

and representatives of public agencies, business and

community organizations.

5

- Advises the Regional Superintendent of Education on regional and

departmental adult education policies as they affect the area

operation

- by developing and recommending new policies and procedures

or the revision of existing ones when area experience

indicates the need for adjustment, and

- by submitting statistical and substantive reports.

2

- Performs related duties such as teaching adult education courses

when staff is not available.

₈

Specifications

degree

Points

Knowledge

The work requires a good knowledge of adult education theory

and practice, of the facilities and resources available in

the Rankin Inlet Area, and of the policies and regulations

Degree

Points

governing adult education activities. It also requires a good

knowledge and appreciation of the problems inherent in the accul­turation process of an indigenous people. The work requires

experience in adult education or community development, or

preferably, recent and successful adult education experience

with Indians and Eskimos. It also requires experience in

conducting meetings with representatives of other government

departments and agencies, and with representatives of community

and church groups. This knowledge is normally acquired through

university graduation and courses in adult education, community

development or a social science, plus experience in the field of

adult education.

1

70

Problem Solving

The work requires identifying the problems and selecting from

several possible techniques or methods the appropriate solution

required to achieve the objectives of the adult education program

in the area. Some modification of technique may be required to

adapt the adult education activities to the peculiarities of a

given community. Recommendations on the priorities to be applied

to the use of human and financial resources are made to superiors.

Initiative is required in devising and developing courses and

projects to overcome the socio-economic problems resulting from an

under-educated and culturally different people attempting to adapt

to the dominant Canadian cultures. The recruiting and training of

volunteer workers, in addition to those on contract or salary, has

considerable impact on the success of the projects undertaken.

A_l

70

Responsibility for Contacts

The work requires contacts with local indigenous leaders, councils

and committees to solicit support and interest in adult education,

with representatives of local church and community organizations

to obtain their assistance and co-operation in adult education

projects of mutual interest, with the Regional Supervisor of Adult

Education to obtain technical direction and guidance, with the

Regional Housing Officer to provide homemaking courses for the

Eskimos who will live in new housing projects, and with various

branch administrators to ensure adherence to departmental policies

and directives.

B

1

58

Supervisor

The work requires supervising four man-years of paid part-time

instructors.

B_l

32

Duties

% of Time,

- Plans and co-ordinates the development and production of second

language teaching programs and methods through two Senior

Curriculum Specialists to ensure that the Language Bureau

schools are provided with second language courses that are

linguistically and pedagogically sound and that meet the par­ticular needs of the public service

- by determining, in consultation with the Chief of the

Curriculum and Test Development Section and members of

Instructional Programs and Planning sections, the require­ments of the Language Bureau for general and specialized

second language courses and determining the type and level

of such courses,

- by establishing objectives, determining priorities, setting

up work schedules and assigning regular curriculum staff

and part-time teaching staff to various projects,

- by ensuring that an appropriate progression of linguistic

elements is established for each second language curriculum

according to such criteria as frequency, productivity,

usability, difficulty and level of importance,

- by reviewing the progress and format of such course com­ponents being produced as teachers' manuals, students'

texts and workbooks, films, filmstrips, slides and

projectuals, and

- by approving, for printing or production, programs and

audio-visual materials developed by the Section and the

schools' teaching staff.

30

- Co-ordinates the work of Senior Curriculum Specialists conducting

a continuing appraisal program, in the classroom, of curricula,

teaching methods and instructional material in order to assess

the effectiveness of newly created or revised programs

- by planning, and assigning the Senior Curriculum Specialists

to conduct trials of new materials in the schools,

- by observing teachers at work whenever a major program

revision has been undertaken,

- by conferring with senior teachers and teachers on results

achieved, and

6

% of Time

- by studying reports made by the Instructional Programs Section

and by the Assessment and Evaluation Unit.

- Plans and directs the research program in linguistics and in

curriculum and methodology development

- by reviewing the linguistic requirements of general and

specialized second language courses,

- by evaluating and approving the linguistic and pedagogical

objectives of each research project,

- by directing the linguistic description of spoken and written

language samples, using lexical, morphological, syntactical,

phonemic and semantic analytical techniques,

- by initiating contrastive linguistic studies and compara­tive studies in methods and techniques,

- by arranging for special linguistic research studies or

surveys under contract to universities, and

- by estimating the cost of the research program and making

recommendations for appropriation of budgetary allotments.

20

- Organizes and co-ordinates, through Senior Curriculum Specialists,

the analysis and evaluation of commercially available second

language instructional programs and the evaluation, purchase,

classification and maintenance of library material to ensure

that curriculum and test specialists have the necessary resource

material required in curriculum and test research and development

- by providing guidance to Senior Curriculum Specialists

evaluating or classifying instructional programs and other

materials,

- by approving the microfilming of unpublished studies in

linguistics or language teaching and learning,

- by developing a classification system of books and articles

by subject areas for quick reference,

- by supervising the classification and coding of all items

received,

- by recommending policies with respect to library practice

and library loans, and

- by acquiring reference books, reports, articles, journals

and reviews dealing with linguistics, research findings,

testing, statistics and psychology.

10

- Supervises, directly and through subordinate supervisors, pro­fessional and administrative support staff

- by reviewing and analyzing personnel progress reports sub­mitted by Senior Curriculum Specialists,

- by evaluating the competence and potential of subordinate

staff and recommending ways for improving the qualifications of personnel,

- by recommending disciplinary action, promotions and transfers,

- by approving work and leave schedules, and

- by arranging for on-the-job training of personnel.

20

% of Time

- Performs related duties such as allocating office space and equip­ment to staff, keeping abreast of new developments in language

teaching and learning techniques through reading relevant texts and

journals and consulting with senior university officials, writing

annual and periodic progress reports that discuss the linguistic

and curriculum development research of the Section, and recommending

annual budget allotments for research projects and for staff

training and development within the Section.

14

Specifications

Degree

Points

Knowledge

The work requires a thorough knowledge of the development, pro­duction and application of second language teaching programs.

It also requires an intimate knowledge of research procedures and

second language teaching techniques and methods. The work requires

a good knowledge of the language requirements of the public service

and of the testing program carried out to determine students'

aptitude, proficiency and achievement in language training. This

knowledge is normally acquired through completion of a master's

degree in linguistics, education or psychology, plus experience

in second language teaching, curriculum research and development,

and experience as an administrator.

of

5

256

Problem Solving

The work requires devising new, and modifying or adapting exis­ting courses, methods and techniques that form the basis of the

second language teaching curriculum of the Language Bureau.

Initiative and imagination are required in identifying and solving

problems inherent in teaching a second language to public servants

with various levels of formal education and language training

experience. A high degree of judgment is required in evaluating

and approving the linguistic and pedagogical content of research

projects and second language curricula. Decisions and recom­mendations made to the Chief, Curriculum and Test Development

Section, affect the quality and success of the language training

program administered by the Language Bureau.

B₂

210

Responsibility for Contacts

The work requires contacts with section heads in the Language

Bureau to keep abreast of plans and developments in other areas

of the Language Bureau; with language school teaching staff to

inform them of new courses, methods and techniques in language

teaching; with representatives of the Canadian Education Asso­ciation to inform and advise on the trends and developments in

second language teaching; with the Curriculum Director of the

Decree

Points

Curriculum Branch, Ontario Department of Education, to advise

and recommend on second language teaching methods and techniques

for use in public, separate and secondary schools; with the

Director General of Education, Department of National Defense,

to evaluate elementary school and second language teaching cur­ricula of schools abroad and to assist and advise in teacher

training, teacher evaluation and curriculum revisions; with the

Director, Department of Applied Linguistics, University of

Montreal, to negotiate the cost, target date and requirements of

research projects to be carried out under contract by the univer­sity for the Language Bureau; and with heads of linguistic depart­ments of Canadian and foreign universities to exchange research findings.

C

₃

121

Supervision

The work requires supervising, through 2 subordinate supervisors,

a, staff of 17 employees at the intermediate level of the Scientific

and Professional Category and four employees in the Administrative

Support Category.

C

²

63

Duties

% of Time,

- Plans, organizes and directs the activities of the Education

Division, which is responsible for providing pre-school, primary,

secondary,, postsecondary, vocational and adult education, voca­tional training, and counseling and job placement services, to

ensure that educational opportunities consistent with sound

philosophical, social and economic principles are developed for

the whole population of the Northwest Territories and the Eskimo

population of Northern Quebec and Churchill, Manitoba

- by assessing the adequacy of existing policies and programs

in the light of changing social, technical, economic and

political conditions,

- by establishing the objectives for the northern education

system,

- by conducting in-depth studies or directing the study of

educational problems of northern residents to develop new

policies, programs and approaches,

- by establishing priorities for programs consistent with

available personnel, financial and physical resources,

- by consulting with line management on the allocation of staff

and financial resources to the various activities of the

education program, and

- by establishing guide-lines for the effective employment of

staff and optimum utilization of physical and financial

resources.

35

- Provides professional advice and guidance to the Branch on the

implementation of the federal-provincial and federal-territorial

agreements for the administration and development of an integrated

education system in the Northwest Territories, Northern Quebec and

Churchill, Manitoba

- by studying the recommendations of subordinates and consider­ing other pertinent and available information to develop new

ideas and concepts and policy proposals,

- by developing and recommending legislation and regulations

for schools and school districts, apprenticeship programs,

25

% of Time

financial assistance for postsecondary education and voca­tional training, operation of pupil residences, and

- by drafting, submitting and defending proposals and recom­mendations to be used for consultations with the Council of the Northwest Territories.

- Provides advice and guidance to the Department on financial and

construction policy for the Yukon Territory to ensure that educa­tional affairs are soundly and economically administered in compliance with the federal-territorial agreement and that the educational needs of the indigenous people are met

- by studying proposals made, making counter proposals through

correspondence and meetings with senior federal and terri­torial officials, and

- by participating in formulating the five-year federal-

territorial financial agreements.

5

- Secures additional education services outside the Branch such as

the training of Northern Indians and Eskimos at the occupational

training centres run by the Department of National Defense in

Southern Canada, or the vocational training of Indians and Eskimos

through agreements with the Department of Manpower and Immigration

- by meeting with senior officials of the departments concerned

to discuss the details of arrangements, and

- by entering into written agreements on behalf of the Branch

with the departments concerned.

10

- Co-ordinates publicity and public relations for the Division to

ensure a consistent approach

- by drafting speeches or statements to be made by the Minister

on northern education,

- by writing or reviewing articles for publication in pro­fessional journals or other media,

- by directing the preparation of an annual education review,

and

- by establishing and maintaining effective communication with

the Information Services Division.

10

- Conducts negotiations on behalf of the Department with senior

officials of other levels of government, universities, school boards,

labor unions and industry on such matters as purchase and use of

provincial school curricula and vocational training facilities

for northern schools and residents, on-the-job training, apprentice­

ship training, specific vocational training programs and projects,

relocation of workers, and counseling and placement services, in

order to make optimum use of educational resources and facilities

available elsewhere in Canada.

15

Specifications

Dearee

Poi is

Knowledge

The work requires a broad knowledge of all aspects of educational

theory and practice. It also requires specific knowledge of the

school and training facilities in the northern areas for which

the Division is responsible, of the various acts, policies and

regulations concerning the administration of these facilities,

and a thorough knowledge of government financial and personnel

practices. It also requires a thorough knowledge of the social,

economic and cultural characteristics of scattered communities

comprised of people ranging from those at a comparatively high

level of sophistication to those who are semi-nomadic and at

various levels of social and economic development. The work

requires experience in directing and co-coordinating a large,

widely dispersed and politically sensitive education program

designed for all age groups of a racially and linguistically

mixed population. It also requires experience in representing

the Department at meetings and in discussions with senior

officials of government, educational institutions and organiza­tions, industry and labor. This knowledge is normally acquired

through completion of a master's degree in education which will

have included undergraduate or graduate courses in educational

administration, anthropology, sociology or child psychology,

plus experience as a teacher, principal and school superintendent

and as an administrator at a senior level.

7

350

Problem Solving

The work requires developing programs, and methods and pro­cedures for staffing, in-service training, curriculum develop­ment, financial assistance and school construction to achieve the long-range educational goals of the Department in the North. The work also requires identifying and defining future require­ments for establishing priorities and determining financial needs for a rapidly expanding education system. Proposed plans and recommendations, and modifications thereto are developed and, when approved, are implemented in accordance with general guide-lines and indications of priorities provided by the Director of the Northern Administration Branch. Decisions and recommendations directly affect the effectiveness of all educa­tional services in the North and influence the development,

employability, productivity and independence of the people. Decisions and recommendations also affect the utilization of a staff of over 600 employees and an annual budget of $25 million.

C3

350

Responsibility for Contacts

The work requires contacts with the Minister, Deputy Minister

and Assistant Deputy Minister of the Department to give advice

Degree

Points

and to interpret and explain plans, policies and procedures;

with the Assistant Deputy Minister and Director General,

Manpower, Department of Manpower and Immigration, to negotiate

agreements on behalf of the Northwest Territories on vocational

training and manpower placement; with provincial deputy ministers

of education to negotiate for services on behalf of the Govern­ment of the Northwest Territories and the Department; with Commissioners of the Northwest Territories to interpret departmental policies; with Bishops of the Anglican and Roman Catholic Churches to determine educational policies on religion; and with officials of universities and national education organi­zations to explain and interpret departmental policies and obtain their assistance in furthering education in the North.

D3

150

Supervision

The work requires supervising 50 headquarters employees through

supervisors at the senior level of the Scientific and Professional

Category and at the intermediate level of the Administrative and

Foreign Service Category. It also requires the functional super-

vision, through two supervisors at the senior level of the

Scientific and Professional Category, of a field staff of approx­imately 550 employees.

G3

150

Bench-mark Position Number: 4

Level:

Descriptive Title: CHIEF, VOCATIONAL TRAINING AND

SPECIAL SERVICES,

INDIAN AFFAIRS BRANCH

Point Rating: 848

Duties

% of Time

- Develops programs of vocational training, vocational counseling,

adult education and relocation to provide the adult Indian

population with the skills and training and the opportunities

needed for gainful employment

- by reviewing the long-range goals of the Department,

- by analyzing the results of surveys and research on popu­lation growth and employment trends to establish new and

revised objectives for specific projects,

- by convening conferences to discuss proposed objectives

and to ensure that they are feasible,

- by developing and recommending policy to be followed in

the achievement of objectives,

- by deciding when further information is required and ini­tiating projects on a limited or trial basis,

- by estimating the costs of individual projects to ensure

that funds are available to meet established objectives, and

- by determining whether the training, employment and reloca­tion services offered by the Department of Manpower and Immigration and by provincial organizations can be used in the program and negotiating for their purchase.

25

- Implements vocational training, counseling, adult education and

relocation programs to achieve the long-term goals of the

Department

- by providing direction t o the heads of the Special Training,

Adult Education, and Employment and Relocation sections to

ensure co-ordination of activities,

- by issuing directives to regional and district staff to

explain objectives and to interpret policy,

- by following up directives with field visits to provide

additional guidance to the staff, and

- by establishing priorities, allocating staff and allotting

funds.

20

% of Time

- Evaluates projects to determine that results obtained warrant the

funds and effort expended

- by developing appropriate data-collecting procedures to

obtain relevant information from the field,

- by visiting field locations to discuss the projects with

the persons responsible for their implementation,

- by initiating and analyzing studies and reports of student

enrolment, drop-outs, failures, successes and achieve­ments, and

- by reviewing progress reports from the regions and districts

and taking corrective action if necessary.

15

- Obtains and allocates the funds necessary to carry out the program

- by compiling and reviewing estimated costs of individual

projects,

- by transferring funds between projects,

- by projecting financial needs,

- by compiling and submitting information for inclusion in

the five-year program review, and

- by making submissions to Treasury Board.

15

- Conducts a program of training and development for field and head­

quarters staff

- by giving guidance and instruction,

- by establishing performance standards and appraising staff,

- by recommending the promotion, transfer and disciplining of

vocational education staff in the field,

- by arranging and promoting meetings, conferences and semi­nars, and

- by advising staff of departmental training opportunities and

making arrangements for employee participation.

15

- Performs related duties such as attending interdivisional meetings

to co-ordinate activities, developing and maintaining effective

communication with other federal departments and with provincial

educational agencies to avoid duplication of effort and to ensure

that existing programs are utilized where feasible, and writing

reports and conducting correspondence.

10

Specifications

Degree

Points

Knowledge

The work requires a thorough knowledge of education theory, of

teaching practice, of branch programs and objectives in the

field of adult and vocational education for Indians, of the

various acts, policies and regulations concerning the provision

of training, counseling and employment services, and a good

knowledge of government financial and personnel practices. It

also requires a good knowledge of the social, economic and

cultural characteristics of Indian communities both large and

small, dispersed across the country and often found in remote

and isolated areas. The work requires experience in directing

6

303

Decree

Points

the implementation and co-ordination of politically sensitive and

multi-faceted programs on a nation-wide basis. It also requires

experience in representing the Division in meetings and discussions

with senior officials of government, and educational institutions

and organizations. This knowledge is normally acquired through

completion of a master's degree in education which will have included undergraduate or graduate courses in educational administration, vocational education, anthropology or sociology, plus experience as a teacher in the field of adult or vocational education and

experience as an administrator.

Problem Solving

The work requires adapting established methods and procedures to

conditions, attitudes and level of development of a given community

to achieve the program objectives of the Branch. The implementa­tion of new programs such as housing gives rise to a requirement

to co-ordinate the activities of existing training programs, such

as training in construction and homemaking skills with housing

programs to ensure the optimum return on the funds allotted for

both purposes and to avoid duplication of effort. Tact and good

judgment are required in resisting pressure from Indian communities

to establish training schemes that will have no immediate benefit

or for which resources are not immediately available. Initiative

is required in developing programs to meet specific conditions in

accordance with policy and broad guide-lines established by senior

management, such as for example the temporary movement of 600 Indians

from an area where no training facilities exist to a training centre.

Proposed programs, plans and adaptations of existing plans are subject

to the approval of the Chief of Education. The activities have a

direct bearing on the effectiveness of the training and counseling

program provided to the adult Indian population and affect the living

conditions and social and economic development of communities across

the country, the effective employment of a staff of 125 and the

use of an annual budget of $7.75 million.

C₂

optimum

2^.31

Responsibility for Contacts

The work requires contacts with directors of training and operations

branches and regional directors in other federal departments and

agencies concerned with the training, retraining and placing of

adult workers, to exchange information and to obtain co-operation

and agreement in achieving the objectives of the Branch. It also

requires representing the Branch at meetings with principals of

vocational training schools and officials of private industry to

discuss training and employment opportunities for adult Indians

and with provincial deputy ministers of education to negotiate

^D3

Degree

Points

the purchase of services and participation in joint training

and employment programs.

Supervision

The work requires the supervision of seven headquarters employees

at the senior level of the Administrative and Foreign Service

Category and in the Administrative Support Category. It also

requires the functional supervision, through eight senior

Scientific and Professional employees, of 107 counselors,

training specialists and employment and relocation officers.

E₃

114

Bench-mark Position Number: 5

Level:

Descriptive Title: DISTRICT SUPERINTENDENT OF

SCHOOLS, ARCTIC DISTRICT,

NORTHERN ADMINISTRATION BRANCH

Point Rating: 766

Duties

% of Time

- Directs the activities of district and regional staff who are engaged

in implementing the education program for the Arctic District

- by conducting general school inspections,

- by ensuring that curricula are compatible with the social

and cultural backgrounds of the Arctic District population,

- by providing guide-lines for the operation of pupil

residences and approving the selection and training of

residence parents and supervisors,

- by approving the selection of pupils for schools and

residences, for vocational training and employment, and by

approving arrangements for transportation, accommodation,

and supervision of the pupils concerned,

- by ensuring that vocational and adult education courses meet

the needs of the indigenous population and the broad objectives

of the Branch,

- by providing guide-lines for the development and implementation

of a program of extra-curricular activities for each school,

- by recommending the promotion, transfer or disciplining of

education staff in the District.

40

and

- Recruits and places all teachers in the Arctic District education

system

- by determining the advertising methods to be used in the

recruitment of teachers and directing the implementation of

these methods,

- by establishing guide-lines for and overseeing the screening

of applicants,

- by planning and directing a cross-Canada schedule for inter­

viewing applicants remaining after the initial screening, and

- by personally interviewing each of the applicants to make the

final selection and placement.

15

% of Time

- Plans and directs orientation and in-service training programs

for all principals, teachers, classroom assistants, dormitory

_supervisors and other staff of the Arctic District education

system

- by arranging orientation courses in district and regional

headquarters to prepare new staff for service in the North,

- by overseeing the organization of workshops at the regional

level for principals, teachers and other staff during the

academic year, and

- by arranging special courses and conferences in the North

and in the provinces for supervisors and principals during

the academic year.

15

- Manages the budget for the Arctic District education system

- by supervising the preparation and presentation of annual

estimates, both territorial and federal, for all personnel

and material requirements, and

- by approving through established channels all requisitions

for material, equipment and supplies.

10

- Develops and recommends new and revised policies, programs,

practices and priorities for education in the Arctic District

- by assessing existing policies, practices and programs

to determine their adequacy in the light of social,

technological, economic and political changes,

- by designing and carrying out surveys throughout the Arctic

District to obtain information as a basis for planning new

programs and revising existing programs, and

- by studying the programs developed by other countries for

the education of indigenous people.

10

- Performs related duties such as attending staff meetings, conducting

discussions with officials of provincial governments regarding the

useof provincial education facilities by northern residents, per­suading officials of teachers'' colleges to provide teacher training

courses that specialize in northern teaching problems, guiding

and participating in a public relations program, and writing

progress reports and conducting correspondence.

10

Specifications

Degree

Points

Knowledge

The work requires a thorough knowledge of educational facilities in the Arctic District, of the various acts, policies and regula­tions concerning the administration of these facilities, of all aspects of education and school administration, and a good knowl­edge of government financial and personnel practices. It also requires a good knowledge of the social, economic and cultural characteristics of widely scattered groups of people ranging from those at a high level of sophistication to those who are semi­ nomadic and at various levels of social development. The work

Decree

Points

requires experience in directing and co-coordinating a large and

geographically dispersed educational system serving a racially

and linguistically mixed population. It also requires experience

in representing the District in meetings and discussions with

senior officials of government, educational institutions and

organizations, industry and labor. This knowledge is normally

acquired through completion of a master's degree in education which

will have included undergraduate or graduate courses in educational

administration, anthropology, sociology or child psychology, plus

experience as a teacher, principal and inspector or superintendent

of schools.

6

303

Problem Solving

The work requires adapting established methods and procedures to

conditions, attitudes and level of development in communities

within the District to achieve the educational objectives of the

Department. Unforeseen increases in school enrolments resulting

from the movements of population caused by mining developments

and other ecological factors necessitate finding staff and facili­ties at short notice. Tact and good judgment are required in

persuading Indian and Eskimo parents to send their children to a

central residential school. Initiative is required in directing,

developing and implementing a program of orientation and in-service

training for teachers and principals posted in isolated communities.

Initiative is also required in developing proposals for programs

to meet the special needs of individuals and communities, such as

a program of education in southern schools for selected students.

The activities affect the provision of an effective program of

elementary, secondary, postsecondary, vocational and adult education

programs to the population, both indigenous and white, of the Arctic

District, the effective employment of a staff of 250 employees and

the optimum use of an annual budget of $5.3 million.

B

2

210

Responsibility for Contacts

The work requires contacts with district superintendents of welfare,

the district engineer, section heads, finance and personnel officers

in other branches to exchange information and to obtain co-operation

and agreement in achieving the educational objectives of the Depart­ment. It also requires contacts with deans and professors of

education in universities and provincial school inspectors concerning

the recruitment and qualifications of teachers, with chief superintendents of schools, educational specialists and research officers

from other countries to discuss the education of indigenous people,

with employers in the area to seek participation in training and

employment programs, and with officials of provincial governments

to arrange use of provincial education facilities by northern

residents.

C

3

121

Degree

Points,

Supervision

The work requires supervising a headquarters staff of 13 employees

at the intermediate level of the Scientific and Professional and

Administrative Support categories. It also requires the functional

supervision, through three senior employees in the Scientific and

Professional Category, of 250 employees comprising teachers,

adult and vocational educators, housekeeping and office staff.

F3

132

Duties,

% of Time

- Establishes guide-lines, procedures and methods for the organiza­tion and implementation of adult education programs directed towards the adult Indian population and for co-ordination of homemaking and housing programs

- by developing systematic data gathering procedures in

co-operation with Regional Supervisors of Adult Education,

- by developing and keeping up to date a field manual that

covers all aspects of adult education, and

- by developing procedures for the purchase of services on

a contract basis.

25

- Provides professional advice and guidance to regional supervisors

of adult education to ensure that established policies are being

followed and that the programs are meeting the needs and interests

of adult Indians

- by writing directives for issue to field personnel to

explain objectives and interpret policy,

- by locating, adapting and writing teaching and study

material for the adult education program,

- by visiting field personnel to discuss problems arising

from the implementation of programs,

- by replying to correspondence from field personnel

outlining problems and requesting assistance, and

- by planning and developing in-service training programs

for adult education staff.

25

- Directs the home economics program, designed to improve living

standards on Indian Reserves and to help Indian families to acquire

the homemaking skills and attitudes required for movement off

reserves

- by holding discussions with the Field Supervisor of

Home Economics to determine the needs of the adult

20

% of Time

Indian population, to decide on the program content and

to establish priorities,

- by locating, adapting and writing teaching and study

material for the home economics program, and

- by recommending changes in program content or in methods

and procedures.

- Evaluates the organization and activities of the Adult Education

Section to determine effectiveness, areas of expansion or

improvement and the extent to which objectives are being attained

- by analyzing and appraising progress reports from the regions

to assess the degree of success achieved in implementing

the program,

- by visiting field locations to discuss the programs and

progress being made with the staff, and

- by developing and recommending changes in policy, methods

and procedures to expedite and improve the implementation

of the programs.

15

- Performs related duties such as establishing and maintaining effective

communication with government and nongovernmental agencies to ensure

co-ordination of effort, collecting data on adult education for

inclusion in annual estimates and the five-year program review,

providing information relevant to the programs of the Branch,

establishing co-operative relations with Indian people through field

trips to maintain an awareness of their needs, conducting correspon­dence and drafting reports and submissions to Treasury Board.

15

Specifications,

Degree,

Points

Knowledge

The work requires a thorough knowledge of the theory and practice

of adult education, of the objectives of branch programs pertain­ing to adult education for Indians, of the various acts, policies

and regulations concerning the provision of training, and a good

knowledge of government financial and personnel practices. It

also requires a good knowledge of the techniques used in training

a widely scattered population that is basically or functionally

illiterate. The work requires experience in searching out,

reviewing, developing, adapting and writing material for use in

the homemaking and adult education programs. It also requires

experience in launching pilot projects to test the soundness of

proposed adult education plans and to provide the basis for further

development and elaboration. This knowledge is normally acquired

through completion of a master's degree in education which will

have included undergraduate or graduate courses in adult education,

educational administration, teaching theory and practice, or

psychology, plus experience in the field of adult education as a

teacher and supervisor.

5

256

Degree

Points

Problem Solving

The work requires adapting established methods, procedures and

materials to meet the educational needs of adult Indians living

in communities at varying levels of development and sophistication.

Community changes, such as industrial development, necessitate an

appraisal of existing programs and analysis of the educational

needs of the adult population to ensure that Indians are being

provided with the skills needed to take advantage of new employ­ment opportunities. Tact and good judgment are required in

providing advice and guidance to field staff over whom the

incumbent exercises no supervisory responsibility and in per­suading them to adopt new methods and techniques. Initiative is required in developing guide-lines and training programs to enable staff to deal with problems such as those arising from the decision to co-ordinate training in homemaking with the housing program. The activities ensure the effective and timely provision of teaching and study material suited to adult needs and interests. The activities also affect the workload and the effective employment of six regional supervisors of adult educa­tion, six regional supervisors of home economics and a number of

area adult educators, part-time instructors and volunteers.

B₂

210

Responsibility for Contacts

The work requires contacts with chiefs of division and section, heads

in the department and in other federal departments and agencies con­cerned with the training and retraining of adult workers, to exchange

information and to discuss problems of mutual interest. It also

requires contacts with staff development specialists, program

leaders and section heads in United States government agencies

and extension services and university professors and directors

of Canadian and foreign university extension services to keep

abreast of developments in adult education and to maintain a

continuing awareness of services that are available on a purchase

basis and suitable for inclusion in the adult education program

of the Department.

^B2

75

Supervision

The work requires the supervision of one employee at the inter-

mediate level of the Scientific and Professional Category.

A2

29

Duties,

% of Time,

- Plans the use of instructional materials and guide-lines for the

teaching of oral English or French as the language of instruction

in federal schools to enable Indian pupils to achieve an academic

level equal to that of a similar age group in the provincial

public schools

- by consulting with teachers and other Language Arts Special­ists about problems encountered in the provincial curriculum

with respect to Indian pupils,

- by observing in the classroom the effectiveness of teaching

programs and of the techniques and methods employed by the

teachers,

- by assessing the degree of proficiency attained by the

pupils in the second language and revising courses as the

pupils' requirements change, and

- by demonstrating modern language teaching techniques at in­

service training workshops for teachers.

25

- Cultivates good reading habits in Indian pupils

- by collaborating with librarians and other Regional Language

Arts Specialists in the selection of supplementary reading

materials for Indian pupils,

- by studying and experimenting with new methods of teaching

reading to bilingual learners and recommending use of the

most promising methods,

- by keeping teachers informed of new trends in the approaches

to reading, and

- by diagnosing problem areas and recommending ways of achiev­ing improvements.

20

- Directs the testing of Indian pupils' achievement in learning to

read English or French, to determine their problems and to establish

norms commensurate with those of provincial school districts

- by selecting standardized test batteries in conjunction with

provincial education authorities, and

- by prescribing uniform testing procedures for all federal

schools in the Region.

15

November_$ 1968

- 50 -

% of Time

- Organizes, and recommends revisions to, the pre-school program for

Indian children to prepare them for primary school and to foster

communication between home and school

- by collaborating with universities and provincial depart­ments of education on teacher training programs leading to

a specialist certificate at the kindergarten level,

- by evaluating the pre-school program within the region, and

- by selecting materials for kindergarten kits for distribu­tion to mothers of children in areas where the pre-school classes cannot be held.

25

- Participates in the training of teachers

- by advising teachers in provincial schools with an Indian

pupil enrolment on the problems encountered in language arts

teaching,

- by giving lectures and leading seminars and orientation

courses at the regional level, and

- by teaching university summer credit courses to teachers

teaching in geographically isolated areas.

10

- Performs related duties such as writing reports and corre­spondence, and providing information to and collaborating with universities and research centres on their research projects.

5

Specifications

Decree

Points

Knowledge,

The work requires a thorough knowledge of pedagogy and, in

particular, the teaching of a second language to pre-school,

primary and elementary school age children and the testing of

achievement in these areas. It also requires a knowledge of

federal and provincial educational policies, curricula and

achievement norms at the primary. and elementary school level.

The work requires several years' teaching experience in federal

schools in a multicultural setting. This knowledge is normally

acquired through university graduation and courses in language

arts, child psychology or applied linguistics, plus experience

as a teacher.

1

70

problem Solving

The work requires the identification, elucidation and solution

of problems experienced in teaching English and French in the

classroom. It also requires the adaptation and revision of

teaching programs and the development of new courses of study

in accordance with the requirements of the students. The work

requires the ability to explain or interpret the characteristics

of Indian culture to teachers. It also requires judgment in

the interpretation of test results. Decisions affect the

A_l

70

Degree

Points

efficiency of teachers and the degree to which Indian children

master a second language.

Responsibility for Contacts

The work requires contacts with colleagues such as other Regional

Language Arts Specialists, with the Director of Educational

Television in the Provincial Department of Education, concerning

the availability of services and of special programs for Indian

communities; with teachers in provincial schools where Indian

children are enrolled, to explain the language arts program; with

reading specialists and city school boards for the purpose of

obtaining the services of resource people and of promoting

interest in and support for Indian education; and with distrib­utors of educational texts and supplies to discuss the needs of Indian schools.

B2

75

Supervision

There is no responsibility for supervision.

-

-

Bench-mark Position Number: 8

Level:

Descriptive Title: REGIONAL SUPERINTENDENT OF SCHOOLS,

ARCTIC QUEBEC REGION, NORTHERN

ADMINISTRATION BRANCH

Point Rating: 522

Duties

% of Time

- Directs the activities of principals and teachers employed in the

Arctic Quebec school system

- by visiting each school and classroom once a term and

holding discussions with individuals and groups,

- by ensuring that curricula and teaching aids are com­patible with the social and cultural backgrounds of the

Arctic Quebec population,

- by indicating the areas in which educational consultants

are to work during their visits to the Region and imple­menting or submitting their recommendations to higher

authority,

- by attending meetings of school boards where such boards

exist to proffer guidance and assistance on all matters

pertaining to the administration of the school system, and

- by submitting reports to higher authority, describing the

action taken to resolve problems involving personnel,

pupils or educational material, and recommending the action

to be taken or requesting a solution.

40

- Directs and co-ordinates the vocational and adult education

programs in the Region

- by supervising the work of the Regional Superintendent of

Adult Education, and

- by planning or approving joint health education projects

with the Department of National Health and Welfare.

10

- Participates with the District Superintendent of Schools, Arctic

Quebec Region in the recruitment, selection, placement and

transfer of teachers within the Region

- by advising the District Superintendent on the special

qualities and qualifications needed by teachers to effec­tively fill vacancies as they occur,

- by participating in the personal interviews held in

conjunction with the recruiting tours, and

- by checking references and teaching certificates presented

by applicants.

15

% of Time,

- Organizes and implements training and development programs for

principals, teachers, classroom assistants and other staff members

- by advising the District Superintendent on the subject

matter to be included in the various courses,

- by making arrangements for and ensuring that all new staff

undergo orientation prior to their service in the North,

- by directing and participating in workshops and seminars

for principals, teachers and other regional staff, and

- by selecting and recommending courses for principals.

15

- Manages the budget for the Arctic Quebec education system

- by compiling and presenting to the District Superintendent

the initial annual estimates on staff and financial

requirements for the Region, and

- by reviewing and approving, in accordance with established

policy, requisitions for equipment and supplies for the

regional school system.

10

- Performs related duties such as attending staff and other meetings,

gathering information to evaluate existing programs or develop new

ones, developing and maintaining effective communication with

universities, teachers' colleges and other educational organizations,

participating in public relations programs, and conducting corres­pondence and writing reports.

10

Specifications

Decree

Points

Knowledge,

The work requires a thorough knowledge of educational theory and

practice, of school administration, of educational facilities in

the Arctic Quebec Region, of the various acts, policies and regula­tions concerning the training and education of Eskimos, and a good knowledge of government financial and personnel practices. It also requires a good knowledge of the environment, social, economic and cultural characteristics of the Eskimo communities in Arctic Quebec. The work requires experience in directing and co-coordinating a system

offering elementary, secondary and postsecondary education, adult

education and vocational training and counseling. It also requires

experience in meeting and working with senior officials of provincial

educational organizations, industry and labor. This knowledge is

normally acquired through completion of a master's degree in educa­tion which will have included undergraduate or graduate courses in anthropology, sociology or child psychology, plus experience as a teacher and principal of a large school.

4

209

Problem Solving

The work requires adapting established methods and procedures to

conditions, attitudes and level of development of the Eskimo

Decree

Points

communities in the Arctic Quebec Region to achieve the educational

objectives of the Department. Initiative is required in providing

staff with in-service training and in assisting them to adjust to

life in the Arctic Quebec Region. Initiative is also required in

developing programs to encourage participation in school affairs

through home and school associations and to inform uneducated

parents of the role of education in the modern world. Recommendations concerning the placement and transfer of teachers and the expansion of educational facilities within the Region directly

affect the regional school program. The activities determine the

degree of effectiveness of the total program of elementary, secondary, postsecondary, vocational and adult education provided to the Eskimos of Arctic Quebec and the effective employment of a staff of 90. The activities are also designed to produce an optimum return on an annual budget of $1.3 million.

A2

139

Responsibility for Contacts

The work requires contacts with department heads, zone super­intendents and superintendents of nurses in other federal departments or agencies to develop co-operative programs in such fields as mental and physical health. It also requires contacts with provincial deputy ministers of education, school superintendents and inspectors, school boards, general secretaries of provincial teachers' associations and provincial curriculum development committees to co-ordinate programs and purchase training agree­ments, and with associates in industry to discuss employment programs and seek participation in training.

B2

₇₅

Supervision,

The work requires supervising a staff of eight including employees

at the intermediate level of the Scientific and Professional

Category and employees in the Administrative Support Category and,

through 12 subordinate supervisors, a field staff of 68 teachers

and housekeeping employees.

E2

99

Bench-mark Position Number: 9

Level:

Descriptive Title: REGIONAL SUPERINTENDENT OF

VOCATIONAL TRAINING AND

SPECIAL SERVICES, SASKATCHEWAN

REGION, INDIAN AFFAIRS BRAD H

Point Rating: 650

Duties,

% of Time

- Directs the implementation and co-ordination of vocational training

programs within the Saskatchewan Region to ensure that adult

Indians are provided with the occupational skills required for

effective employment

- by analyzing field reports, surveys and other data to

determine job vacancies and training needed to fill them,

- by determining what training opportunities are available

within the Region and informing the regional and district

staff,

- by discussing training requirements with regional and

district staff to obtain information on which to base

training projects,

- by establishing objectives for the proposed projects and

developing procedures and methods for achieving them,

- by determining which services offered by the Department

of Manpower can be used in the programs, and

- by visiting vocational training projects to observe the

implementation of the training programs.

30

- Directs the implementation, on reserves, of such adult education

programs as homemaking and basic literacy

- by holding discussions with the Regional Supervisor of

Adult Education to determine the immediate needs of the

adult Indian population,

- by analyzing reports, results of surveys and other data,

- by setting up projects on a trial or experimental basis

when further information is required and when methods and

procedures are to be tested,

- by establishing priorities, methods and procedures for

implementing full-scale projects,

- by co-coordinating the adult education programs in relation

to other divisional activities,

- by indicating that material from the citizenship training

program conducted by the Department of Manpower be used

in whole or in part, and

30

of Time

- by visiting areas in which programs are under way to evaluate

their effectiveness.

- Directs the implementation of employment and relocation programs

designed to find job opportunities for adult Indians and to move

adult Indians to areas where employment is available

- by reviewing with the Regional Supervisor of Employment

and Relocation employment opportunities within the Region,

- by studying employment trends and reports and other informa­tion on the development or expansion of industry to identify

job opportunities,

- by implementing employment and relocation projects on a

limited or trial basis to evaluate proposals, methods and

procedures,

- by maintaining a close working relationship with the

Department of Manpower to take advantage of their employ­ment services wherever possible, and

- by making field trips to evaluate the progress being made

in employment and relocation projects.

20

- Conducts a program of in-service training and staff development

- by giving guidance and instruction,

- by appraising staff in accordance with established

performance standards,

- by leading and participating in meetings, conferences and

seminars,

- by interviewing and counseling employees on work problems,

and

- by selecting and recommending employees for departmental

and other training courses.

10

- Performs related duties such as attending meetings, developing and

maintaining effective communication with educational institutions

and with other organizations to obtain all training opportunities

possible for adult Indians, assembling data and relevant information

for inclusion in the annual estimates and. five-year program review,

and conducting correspondence.

10

Specifications,

Degree

Points

Knowledge

The work requires a thorough knowledge of teaching theory and

practice, of regional programs and objectives in the field of

adult and vocational education for Indians, of the various

acts, policies and regulations concerning the provision of

training, counseling and employment services, and a good

knowledge of government financial and personnel practices.

It also requires a good knowledge of the social, economic and

cultural characteristics of Indian communities, both large

Degree.

Points

and small, within the Saskatchewan Region. The work requires

experience in directing the implementation and co-ordination of

varied but interlocking programs on a province-wide basis and

often with the possibility of local interference or criticism.

It also requires experience in conducting meetings with officials

of provincial education and labor departments, educational

institutions and with band councils from Indian communities.

This knowledge is normally acquired through university gradua­tion which will have included courses in vocational education, anthropology or sociology, plus experience as a teacher in the field of adult or vocational education and experience as an administrator.

256

Problem Solving

The work requires selecting and applying established methods

and procedures to achieve the objectives of the programs within

the Saskatchewan Region. The work also requires adaptation

and modification to meet the peculiarities of a given area

or to avoid duplication of services offered by other federal

or provincial agencies. Tact and good judgment are required

in approaching local industry to seek job opportunities for

adult Indians. Initiative is required in developing methods

to extend training programs offered by other agencies to the

reserves. Proposed plans and adaptations of existing methods

and procedures are subject to the approval of the Chief,

Vocational Training and Special Services. The activities deter­

mine the degree of effectiveness of the program of training and

counseling provided to the adult Indian population and affect

the living conditions and the social and economic development of

Indian communities within the Saskatchewan Region. The types of

activities undertaken and their effective promotion have a

direct bearing on the participation and co-operation of educa­tional institutions and industry.

B2

210

Responsibility for Contacts

The work requires contacts with regional directors in other

federal departments and agencies to exchange information and

to obtain co-operation in achieving the objectives of the

Branch in the Region. It also requires representing the Branch

at meetings with the Director of the Department of Education,

deans of university extension services and directors of training institutions and Indian band councils in the Province of

Saskatchewan to discuss training and employment, to purchase

and arrange for the extension of services to Indians and to

solicit participation in programs within the Region.

C3

121

Degree

Points

Supervision

The work requires supervising 12 employees at the intermediate

level of the Scientific and Professional Category and, through

two subordinate supervisors, an adult educator, three employment

and relocation officers and two support staff.

C2

63

Duties

% of Time

- Develops and revises the adult education program in the Baffin

Island Region

- by consulting with subordinate staff and local leaders to

assess the educational and social needs of the various

settlements,

- by arranging regional conferences and workshops and study­ing the resulting proposals to determine whether they agree

with established policy,

- by studying current adult education activities to evaluate

the degree of success achieved in the attainment of estab­lished objectives and to determine the need for revision,

- by studying reports on the projects and activities of the

Branch, other departments and voluntary agencies concerned

with adult education,

- by estimating staff and funds required and making appropriate

recommendations to senior officers, and

- by initiating pilot projects to study the feasibility of a

proposed activity and to determine the need for modification

of methods and procedures.

35

- Directs the implementation of the adult education program in the

Baffin Island Region

- by establishing priorities, allotting funds and assigning

staff to ensure optimum use of personnel and financial

resources,

- by determining the requirements for new material such as

teaching aids, workbooks and manuals, and controlling their

distribution,

- by writing directives to guide regional staff concerned with

adult education and to explain objectives and interpret policy,

- by developing effective working relations with other depart­ments and with private or volunteer agencies to exchange information, to clarify policy and obtain agreement and support,

35

% of Time

- by co-coordinating the field visits of resource and adult

education staff to derive the greatest benefit from their

activities, and

- by making field trips to evaluate the effectiveness of

program activities and to resolve problems arising from

their implementation.

- Recruits and trains part-time instructors and volunteer leaders

- by establishing selection and performance standards,

- by allotting and directing the use of funds for instructor

contracts,

- by briefing new instructors on course content, methods and

techniques,

- by giving instruction on the use of equipment and visual

aids,

- by arranging and participating in workshops, and

- by arranging for the assistance of resource staff and com­

piling lists of source material.

15

- Performs related duties such as attending meetings, conferences and

workshops, keeping records and assembling data on the settlements

within the Region, compiling statistics and other data for inclusion in the annual estimates and five-year program review, and

conducting correspondence.

15

Specifications

Degree

Points

Knowledge

The work requires a good knowledge of adult educational theory

and practice, of the facilities available for adult education

in the Baffin Island Region, of the various acts, policies and

regulations concerning the provision of such training in the

Region, and a knowledge of government financial and personnel

practices. It also requires a knowledge of the characteristics

of racially and linguistically mixed communities within the

region and the special needs and problems of a people undergoing

a cultural transition. The work requires experience in directing

rural extension and community development programs that emphasize

home economics, health education and social welfare. It also

requires experience in conducting meetings with associates in

other federal departments and with representatives of church

groups and local councils. This knowledge is normally acquired

through university graduation and courses in education, social

work or a social science, plus experience in the field of adult

education and experience as an administrator.

2

116

Degree

Points

Problem Solving

The work requires selecting and applying established methods and

procedures to achieve the objectives of the program developed for

the Region. There is room for some adaptation and modification to

meet the peculiarities of a given community, but problems arising

from staff and financial limitations and from the proposed use

of resource or professional personnel or shared facilities are

referred to more senior officers. Tact and good judgment are

required in discussing the educational needs of a community with

indigenous leaders to obtain information on which to base a

project. Initiative is required in developing courses to support

other activities, such as a course in arithmetic for the partici­pants of a co-operative business venture. Recommendations are made to the Regional Superintendent of Schools. The recruiting and training of volunteer workers, in addition to those on contract and salary, has considerable impact on the success of the projects undertaken. The activities help to provide the Eskimos with the education and training needed to enable them to assume greater responsibility for determining and handling their own affairs. The activities are designed to produce the maximum returns possible from the annual budget of $83,000 for adult education in the Region.

A₂

139

Responsibility for Contacts

The work requires contacts with the Regional Welfare Officers in

the Department to give and receive information on people receiving

welfare assistance and with the Selection and Placement Officer in

the Region to relate adult education programs to the special needs

of persons whose employment changes their cultural patterns and

provides leisure time. The work, requires contacts with the medical officers and nursing staff of the Department of Health and Welfare to provide educational programs in support of medical work. It also requires contacts with local community councils to assist

officers of the council with such tasks as keeping minutes, preparing

agendas and conducting meetings and with clergy and church leaders

to secure their interest, their co-operation and their continued

support of the adult education program.

^b2

75

Supervision

The work requires supervising one employee at the intermediate level

of the Scientific and Professional Category, one employee in the

Administrative Support Category, and seven man-years of paid part­

time instructors.

B₂

46

Bench-mark Position Number: 11

Level:

Descriptive Title: REGIONAL SUPERVISOR OF

HOME ECONOMICS, ALBERTA REGION,

INDIAN AFFAIRS BRANCH

Point Rating: 310

Duties

% of Time

- Plans and organizes projects, courses and other activities in

home economics to improve living standards on Indian Reserves

and to help Indian families acquire the homemaking and home

management techniques and attitudes required for movement off

Reserves

- by establishing priorities within the Region and drawing

up plans of action within the framework of the established

adult education policy, and

- by analyzing conditions and interests in specific locations

to determine community and individual needs and to determine

the feasibility of introducing home economics projects and

activities.

25

- Promotes home economics activities in communities within the

Region and encourages community and individual participation

- by assisting community leaders to predict long- and

short-term objectives,

- by recruiting and selecting Indian women to be employed

as community project leaders on a contract basis,

- by training or organizing training courses for selected

community leaders,

- by organizing short-term training courses for voluntary

leaders of local homemaker clubs, and

- by visiting community project leaders and volunteer

workers to observe and assess their performance, to

provide in-service training and to carry out teaching

demonstrations.

35

- Controls home economics activities within the Region to provide

the most effective utilization of resources available

- by estimating costs of projects and courses and ensuring

that expenditures remain within the established budget,

- by evaluating the effectiveness of current home economics

courses and projects,

- by writing statistical, narrative and annual reports as

required, and

- by coordinating the planning and implementation of home

20

% of Time

economics projects and courses with other educational and

assistance programs in the Region.

- Solicits the co-operation of commercial firms, and public and

private agencies in the Region in coordinating home economics

projects for communities and individuals, or purchases services

other agencies have available to avoid duplication of effort and

to encourage community participation and self-help

- by conducting correspondence with departmental colleagues

and representatives of public agencies, private business,

service clubs and community organizations, and

- by attending meetings and participating in committee

activities to discuss and plan projects and activities

of mutual concern.

10

- Performs related duties such as maintaining files of reference

and resource materials, distributing reference materials for

use in local projects and activities, and reviewing technical

reports, professional journals and related publications to

keep up to date on social and economic changes that affect the

lives of the Indian people.

10

Specifications

Degree

Points

Knowledge

The work requires a good knowledge of the theory and practices

of home economics and adult education, a thorough knowledge of

the social and economic needs and interests of Indians living

in communities of varying levels of development, achievement

and acculturation, and a good knowledge of the resources

available for their development. The work also requires experience in developing and coordinating regional home economics

projects and in selecting and training local leaders to assist

in the practical application of the program. This knowledge

is normally acquired through university graduation in home

economics, training in the philosophy and techniques of adult

education, plus experience in the field of adult education.

2

116

Problem Solving

The implementation of home economics projects requires the

assessment of the interests and home management needs of Indian

families and communities and of the resources available for

their development. Initiative isrequired in scheduling projects

to meet the needs and interests of individuals and communities

at varying levels of social achievement and in selecting and

training local leaders and volunteer workers to assist in project

implementation through demonstrations and practical application

of home management techniques. The activities affect the living

conditions of Indian families and the social development of

Indian communities.

A₁

70

De ree

Points

Responsibility for Contacts

The work requires contacts with Regional Superintendents of

Schools, District Superintendents of Schools, Guidance Counselors, Teachers, Principals, Vocational Counselors and Selection

and Placement Officers, with university professors and directors

of university extension services and with regional representa­tives of the Departments of National Health and Welfare, Fisheries, Agriculture, and Provincial Departments of Agriculture and Health, to discuss the development and implementation of projects of mutual interest and to provide and obtain co-operative participation in adult education programs. It also requires con­tacts with representatives of Indian associations, the Tubercu­losis Association, Insurance Companies, and industrial firms, to keep informed of developments in home economics teaching methods and the services and materials available on a purchase basis.

B2

75

Supervision

The work requires supervising 11 man-years of paid part-time

home economics instructors and indigenous leaders.

Cl

49

Bench-mark Position Number: 12

Level:

Descriptive Title: SENIOR TEST DEVELOPMENT

SPECIALIST, LANGUAGE BUREAU

Point Rating: 443

duties,

% of Time,

- Determines test plan and rationale to ensure that the tests developed

will reflect the language patterns and linguistic skills required

at the various levels of achievement and proficiency in the teaching

and learning of French asa second language

- by defining the objectives of the test,

- by translating the given purpose of the test into measur­able language behavior patterns and identifying the

associated language skills,

- by detailing the language skills to be measured and outlining

the linguistic content implied by each skill, and

- by determining the weights to be given to each linguistic

skill to be tested.

15

- Directs the production of a variety of aptitude, placement, dia­gnostic, achievement and proficiency tests to determine the level

at which students should be placed in the language schools, to

determine the study needs of students and to measure progress,

achievement and proficiency in French as a second language

- by establishing guide-lines for the preparation of illustra­tive test material and indicating when outside assistance

isrequired,

- by establishing guide-lines for the writing of the script

required for the recorded portion of the test and by selecting

staff members whose voices reflect the tone and diction

qualities required to record the audio components of the

tests,

- by evaluating audio and visual test components to ensure

compatibility with the written portion of the test,

- by reviewing and approving the compilation and organization

of the completed test, including the audio and visual test

components and test administration and scoring procedures,

and

- by assessing completed test items for appropriateness of

form and content in relation to the level of language

difficulty to be measured and revising where necessary.

40

% of Time

- Supervises the standardization of completed tests to ensure com­pliance with predetermined specifications and objectives

- by selecting pre-test groups and supervising the test

administration,

- by establishing controls to ensure inter-rater correla­tions when more than one rater is involved,

- by making pre-test analyses based on statistics of item

validity, on observations of the test administration and

on comments by reviewers,

- by designating those items or groups of items that are

to be re-written or replaced, and

- by selecting a second pre-test group and supervising the

administration of the revised test.

20

- Supervises the collection of information on the required language

content of tests to ensure comprehensive coverage

- by consulting with curriculum specialists and teachers to

identify problem areas,

- by reviewing available research material on relevant

linguistic problems, and

- by studying the structural patterns, lexical content and

other features of the language for which the test is

intended.

15

- Performs related duties such as arranging schedules for and giving

guidance to teachers assigned as part-time test writers, evaluating

new testing techniques and procedures and attending meetings and

conferences on the testing and evaluation of second language

learning.

10

Specifications

Degree

Points

Knowledge

The work requires a thorough knowledge of the characteristics,

applications and limitations of a wide variety of testing pro­cedures used to measure aptitude for, study needs of, and progress

and proficiency attained in French as a second language. It also

requires fluency in the language for which the tests are being

written. The work requires a good knowledge of the language

requirements of the Public Service, of the various training pro­

grams followed by the language schools and of the development,

application and limitations of audio and visual teaching and

testing aids. The work requires experience in searching for,

reviewing, developing and adapting material to be incorporated

into a varietyof language tests. This knowledge is normally

acquired through completion of a master's degree in French,

linguistics or psychology, plus experience as a language teacher

and test specialist.

4

209

pearee,

Points

Problem Solving

The work is performed in accordance with general instructions.

The work requires the modification and adaptation of methods and

procedures to resolve problems identified by analyses of tests

and requiring changes in established practices to meet situations

peculiar to the language needs of the Public Service. There is a

continuing requirement to exercise initiative and judgments in

resolving problems arising from the correlation of tests and

curricula, and from the selection of items for a particular test.

The ability to effectively direct the work of teachers assigned

to test development for temporary periods has an effect on the

success of the program. The decisions and recommendations affect

the selection of students for language training, the accuracy

and effectiveness of the measurement of achievement and proficiency

in French as a second language and the validity, reliability and

quality of the tests.

B₁

141

Responsibility for Contacts

The work requires contacts with curriculum specialists, principals

and teachers in the Language Bureau and Colleagues in other govern­ment departments to obtain and exchange information concerning test

administration and test scoring procedures, and with university

faculty members and language school staffs in Canada and abroad

to give and obtain information and to discuss problems concerning

test administration and scoring procedures.

A

₂

47

Supervision

The work requires supervising four employees at the intermediate

level of the Scientific and Professional Category and one employee

in the Administrative Support Category.

B₂

46

Bench-mark Position Number: 13

Levels

Descriptive Title: TEACHER CONSULTANT,

ARCTIC QUEBEC REGION,

NORTHERN ADMINISTRATION BRANCH

Point Rating: 215

Duties,

% of Time

- Advises teachers and principals on the problems affecting the

education of pupils in northern schools and on the use of teaching

aids and methods designed to assist in overcoming these problems

- by conducting workshops and training sessions for class­

room assistants, teachers and principals in the methodology

and techniques of teaching pupils from different cultural

backgrounds,

- by giving illustrative lectures at workshops, training

sessions and during visits to schools to demonstrate the

use of teaching aids and teaching techniques, and

- by assisting teachers in the planning and development of

classroom instruction.

50

- Encourages teaching staff to increase their knowledge of Indian and

Eskimo culture, history and environment to bring about a better

understanding of the effects of increased contact by these cultures

with the dominant Canadian cultures, and of the importance of making

the educational system relevant to the needs and aspirations of

the Indian and Eskimo peoples.

- by obtaining and making available reference material on

the Indian and Eskimo cultures, and

- by leading discussions with the teaching staff on Indian

and Eskimo culture and society during visits to the schools.

10

₈

- Disseminates information on pedagogical research and development,

particularly in the fields of linguistics, education of multi­

cultural groups and adult education, to keep the teaching staff

informed of the latest ideas.

8

- Plans, co-ordinates and conducts training programs for classroom

assistants

- by establishing objectives for individual courses,

- by preparing training course time-tables,

- by selecting resource personnel,

% of T.me

- by counseling classroom assistants during the training

program, and

- by assessing the value of the course in relation to the

predetermined objectives.

- Participates with Curriculum Specialists, the Regional Superintendent

of Schools, and principals in the planning, co-ordination and con­

duct of pre-service and in-service training programs for the

teaching staff

- by recommending specific objectives for training courses,

based on assessment of teacher ability and performance,

- by preparing training course time-tables,

- by recommending the selection of specific resource per­sonnel, and

- by assessing the value of the course in relation to the pre­

determined objectives in conjunction with the other

instructors.

8

- Visits schools for extended periods to become familiar with the

strengths and weaknesses of teachers and with the need for in­

service training and to ensure that principals and teachers are

fully aware of the curriculum and materials to be used in each

school situation.

10

- Performs related duties such as writing correspondence and

reports, assisting school superintendents to make greater use of

Eskimo and Indian assistants in the classroom, co-operating with

adult and vocational education specialists in promoting adult

education and community development programs, and making recommen­dations concerning the development and revision of the curriculum.

₆

Specifications

Degree

Points

Knowledge

The work requires a thorough knowledge of educational theory

and practice, of educational facilities in the region, of the

various acts, policies and regulations concerning the training

and education of Eskimo and Indian children, and of the social,

economic and cultural characteristics of Eskimo and Indian

communities in the Region. The work also requires a knowledge

of government financial and personnel practices. The work

requires experience in advising and counseling the teaching

staff and in organizing in-service training programs. This

knowledge is normally acquired through university graduation

and courses in pre-school, primary or elementary education,

plus experience as a teacher in northern or Indian schools.

1

70

Degree,

Points,

Problem Solving

The work requires the identification and solution of problems

experienced by teachers in specific classroom situations. The

work also requires the setting of objectives, development, and

organization of training programs for classroom assistants.

Recommendations for new training programs for the teaching

staff, expansion of school facilities, curriculum development,

and the acquisition of supplies and texts are made to the

Regional Superintendent of Schools. The work directly affects

the effectiveness and morale of the teaching staff.

A₁

70

Responsibility for Contacts

The work requires contacts with education consultants in and

outside the department as, for example, the Education Specialist,

Alaska Native Service, consultants in the Indian Affairs Branch

and specialists from teacher training colleges and the Depart­ment of Education to exchange information of mutual interest,

to discuss activities that might be jointly promoted, or to

obtain the services of resource persons who would contribute to

the effectiveness of teacher training. The work also requires

contacts with the Chief of the Curriculum Section to discuss

means of improving the curriculum in each of the schools.

B₂

75

Supervision

There is no responsibility for supervision.

-

-

Bench-mark Position Number: 14

Level:

Descriptive Title: TEST SPECIALIST,

LANGUAGE BUREAU

Point Rating: 279

Duties

% of Time

- Collects and analyses linguistic information pertinent to second

language teaching to be used as resource and reference material

in test item writing

- by consulting the curriculum specialists concerning the

linguistics content of specific courses,

- by reviewing lesson plans, workbooks and audio and visual

teaching components used in the language schools,

- by reading research publications on relevant linguistic

problems, and

- by organizing linguistic material into vocabulary lists

and representative examples of grammatical structure.

10

- Constructs individual items to be incorporated into specific tests

to measure aptitude, achievement and level of proficiency in

French as a second language

- by choosing for the development of each item those phonemic,

morphic, syntactic and lexical components that will serve

as questions and answers for the required test,

- by ranking each item according to frequency and value for

a specific teaching program or the language in general,

- by examining each item with a view to combining components

and avoiding duplication,

- by eliminating items that indicate answers to other items,

- by eliminating ambiguities from questions and the possibility

of automatic rejection of answers,

- by searching for and identifying all possible cultural

interferences, and

- by submitting items for review by the Senior Test Develop­ment Specialist and making revisions as indicated.

40

- Compiles and organizes items into tests to meet the objectives

specified in the test plan

- by determining the difficulty level of the test with regard

to the expected ability of the candidates,

- by selecting the test type, item style and scoring system

best suited to the skills to be tested,

% of Time

- by grouping approved items into appropriate parts according

to the skills, linguistic content and difficulty involved,

- by writing instructions for candidates and test administrators,

- by writing scoring directions, including tables of response,

for objective items and explanations for subjective items,

- by establishing guide-lines for audio and visual test com­ponents and participating in their preparation, and

- by checking assembled tests for clarity and freedom from

error.

15

- Standardizes tests to ensure validity of items, compliance with

predetermined test objectives and specifications and adequacy of

administering and scoring instructions

- by administering the tests to selected pre-test groups and

scoring the results,

- by assembling program input data from answer sheets for

electronic data processing,

- by making test evaluations based on item statistics, on

observations of the test administration and on comments by

reviewers,

- by rewriting and replacing unsatisfactory items or groups

of items,

- by recompiling and reorganizing the test,

- by administering the revised test to a second pre-test group

and making any necessary final changes and corrections, and

- by monitoring the administration and scoring of tests

developed by other units of the Language Bureau.

20

- Guides the work of part-time employees in test item writing, test

administration and test scoring procedures to ensure adherence to

the testing standards as defined by the Language Bureau

- by giving instruction in the writing of specific types of

test items,

- by reviewing completed test items and discussing possible

revisions, and

- by giving instruction in test administration and test

scoring procedures.

10

- Performs related duties such as attending meetings and conferences

and reading professional journals and other publications to keep

up to date on the instruction and testing methods in second

language learning.

₅

Specifications

Degree

Points

Knowledge

The work requires a thorough knowledge of the development, appli­cation and limitations of techniques used to measure the aptitude,  achievement and proficiency in French as a second language. It also requires fluency in the language for which the tests are being written. The work requires a good knowledge of the language

Decree

Points

requirements of the Public Service and of the training programs

followed by the language schools. Experience is required in

searching for and evaluating material to be used in test item

writing. Experience is also required in writing items to be

incorporated into tests for use in the language schools to

measure skill and proficiency in French as a second language.

This knowledge is normally acquired through university gradua­tion and postgraduate study in French, linguistics or psychology plus experience in teaching and test development.

3

162

Problem Solving

The work is performed in accordance with general instructions

and established guide-lines. It requires departures from these

guide-lines, subject to the approval of the supervisor, to

resolve problems identified by test analyses or arising from

group discussions. There is a continuing requirement to ex­ercise initiative and judgment in selecting components for

test items and in correlating components with the linguistic

framework of the French language. There is also a requirement

to give leadership and advice to teams of language teachers who

are engaged in test item writing on a part-time basis. The

decisions and recommendations made affect the accuracy and ef­fectiveness and the psychological and linguistic qualities of

the test. Recommendations are made to the Senior Test Develop­ment Specialist.

^A1

⁷⁰

Responsibility for Contacts

The work requires contacts with teachers, recording technicians

and test administrators in the Language Bureau to obtain and

exchange information concerning test administration and test

scoring procedures. It also requires contacts with test experts,

such as the Chief, Defense Language Institute, Lackland Air

Force Base, Texas, and the Director, Testing Certification,

English Language Institute, University of Michigan, to obtain

advice and constructive criticism on current tests.

A

2

47

Supervision

The work involves no continuing or substantive responsibility

for the supervision of other employees.

-

-

Bench-mark Position Number: 15

Level:

Descriptive Title: TESTING AND

EVALUATION SPECIALIST,

NORTHERN ADMINISTRATION BRANCH

Point Rating: 522

Duties

% of Time

- Plans, develops and implements a program of measurement and evalua­tion of the educational achievement of children in northern schools

to determine the curriculum requirements of the schools and the

pupil guidance required

- by arranging for teachers and senior education officers to

assist, in committees, with item writing, test development,

construction and validation,

- by organizing system-wide achievement testing of children,

analyzing results and establishing norms for each ethnic

group, and

- by analyzing the results obtained by the Northwest Territories

pupils on provincial departmental examinations.

20

- Plans, develops and implements a program of intelligence testing

- by selecting, from world-wide research studies of

intelligence testing in cross-cultural settings, the most

suitable tests available,

- by sample testing and developing norms appropriate to the

population of northern schools, and

- by ensuring the continuing use of intelligence tests and

the recording of results.

20

- Provides professional advice, through visits to the area and

correspondence, to teachers and counselors on the nature of the

guidance needed to help students derive the maximum advantage

from their schooling

- by interpreting achievement and ability tests for teachers

and counselors,

- by recommending the use, and interpreting the results of

special tests, such as interest and ability tests, that will

assist teachers and counselors in guiding students to

special vocational courses,

- by evaluating the work of pupils in vocational programs

and suggesting how pupils may be guided in their choice

of a career,

- by providing advice, as a member of visiting guidance

20

% of Time,

teams, to teachers to help them recognize and give special

attention to emotionally disturbed children.

- Conducts workshops and discussion groups and gives lectures

at teachers' conferences, principals' conferences, superintendents'

conferences and departmental summer courses to acquaint staff

with the special problems of teaching a multicultural group.

10

- Conducts research in the education of multicultural groups and

studies the results obtained by others engaged in research

- by undertaking joint research projects with other govern­ment departments, universities and research institutes, such as a project to validate the Bristol Social Adjustment Scale being done in conjunction with the University of Calgary, the Centre of Neurocognitive Studies of Glenrose Hospital, and the Department of National Health and Welfare; or the project of analysing the career decisions of students in Grades X, XI and XII in conjunction with a study being carried out by the Department of Manpower

and Immigration,

- by maintaining working relations with other researchers

in the field of educational psychology and exchanging

copies of unpublished studies, and

- by making contractual arrangements with research agencies

for the conduct of research projects.

20

- Performs related duties such as conducting correspondence and

writing reports and articles related to educational psychology.

10

Specifications,

Degree

Points

Knowledge

The work requires a thorough knowledge of the techniques of

testing intelligence and academic achievement and analyzing

and correlating the results. The work requires knowledge of

the cultural groups found in northern schools and of

policy governing their education. The work also requires

experience in educational research, curriculum development

and related fields. This knowledge is normally attained through

completion of a master's degree in education which will have

included undergraduate or graduate courses in educational

psychology and testing and evaluation, plus experience in teach­ing and educational research.

4

209

Problem Solving

The work requires the search for and selection of tests and test

material from various sources and their modification to suit

the ethnic group being tested. In some instances tests are

developed from basic source material and from data assembled

with the co-operation of the teachers. This requires the

formulation of objectives, consultation with authorities in

Degree,

Points

education institutions and public and private agencies, the

planning of the project and its implementation through the north­ern school system. It also involves the development of joint

projects with the Department of Manpower and Immigration or with

university professors. Recommendations relating to new studies

or projects or to matters that affect other departments or field

operations are made to the Section Head. The work influences the

effort of the teaching staff in northern schools who use the tests

to guide pupils. It also affects pupils who, after testing, are

persuaded to follow a more appropriate course of study.

B₂

210

Responsibility for Contacts

The work requires contacts with District and Regional Superintendents

of Schools, Teachers, Principals and Chiefs of Division within the

Branch to provide consultative services and to provide and obtain

information on the implementation of testing programs; with the

Research Director, Career Decisions of Canadian Youth Project,

Department of Manpower and Immigration, the Chief, Curriculum and

Test Development, Language Training Bureau and the Directors of

Examination in provincial Departments of Education, to provide and

obtain information on testing and evaluation procedures; with the

Director of Mental Health, Northern Region Medical Services, Depart­ment of National Health and Welfare, to provide advice on the educational implications of mental health programs designed for use in the North, and to discuss and participate in joint research projects; with university professors in Canada and abroad to keep up to date with and obtain information on the research and applica­tion of testing and evaluation procedures, and with the Director of the Ontario Institute for Studies in Education and with the Director of the Canadian Council for Research in Education to arrange for the contracting of research projects.

C2

103

Supervision

There is no responsibility for supervision.

-

-