Technical Project Manager
The Executive Office of Education is seeking a Technical Project Manager to oversee a multi person engagement team responsible for delivering enhancements to our Learning Management System.
In this role you will:
- Assist in the definition of project scope and objectives, involving all relevant stakeholders and ensuring technical feasibility
- Develop and maintain standardized project documentation to include project plans, agendas, action item lists, timelines/schedules and deliverables
- Create and follow-up on communication plans between IT, stakeholders and relevant business users
- Manage the project budget including creation and tracking of budgetary documentation
- Perform risk management and impact analysis to minimize project risks.
- Measure project performance using appropriate tools and techniques as recommended by the department
- Ensure resource availability and allocation
- Be responsible for managing project while providing leadership, and mentoring other team members as needed
- Assist in the development of functional requirements
- Define technical solutions based on functional requirements for the project
- Report and escalate issues and risks to management as needed
- Coordinate with internal resources and third parties/vendors for the flawless execution of projects
- Manage project through the application of generally accepted project management principles, based in agile/scrum methodologies
- Manage the project scope, including the creation of quality business requirements
- Monitor the project from initiation through delivery through the SDLC life cycle
- Insure quality and completeness of projects or enhancements initiatives. Validate achievement of project goals at post-implementation with analytics.
- Bachelor's Degree or higher in Computer Science, Computer Engineering, Information Technology, or similar
- Minimum of seven years of Project Manager experience leading technology software development projects in large, complex development environments with multiple types of development platforms
- Experience managing and leading a development team to deliver software applications
- Solid technical background with understanding and/or hands-on experience in software development and web technologies
- Experience managing data conversions, development of ETL/interfaces, complex reports/extracts, and workflows
- Experience working in Scrum or Agile environments
- Experience and solid working knowledge of vendor package software implementations
- Strong analytical, workflow redesign and process improvement skills
- Strong written and oral communication skills.
- Ability to develop strong client relationships
- Status reports, risk mitigation plans, project schedule, and project budget update accurately and on-time as per the agreed schedule
- 3+ years' experience in system/software solution development and delivery
- Experience working in State or Federal Government and working knowledge of contracting, funding, etc.
- Strong educational background, preferably in the fields of computer science
- Create and maintain comprehensive project documentation
- Experience in application development, systems administration/engineering or other technical discipline
- Cross functional experience between teams
- Scum Master or PMP certification is a plus
Under Massachusetts law, individuals and institutions that regularly care for children must receive a license from the Department of Early Education and Care (EEC). There are currently approximately 9,000 licensed early education and care programs in the Commonwealth. These include but are not limited to group, center-based, family child care, and after school programs. Incorporated into an EEC license are the required professional qualifications of those working in licensed programs. While some of these professional qualifications may be attained through participation in college courses, many foundation-level components must be made available through EEC. For example, applicants for licensure must complete pre-licensing orientation courses, and training on topics such as safe sleep, prevention of Sudden Infant Death Syndrome (SIDS), First Aid and Cardiopulmonary Resuscitation (CPR), transportation, and medication administration. The majority of these trainings are provided directly by or through a contract with EEC.
In addition to licensing requirements, implementation of the federal Child Care Development Block Grant Act of 2014 (CCDBG) specifies how over 92% of the agency's budget in Child Care Development Fund (CCDF) funding must be spent. CCDBG requires that EEC conduct ongoing annual orientation and trainings for the entire early education and care field and mandates that EEC implement the same orientation and trainings for educators present in programs receiving CCDF funding but not subject to EEC licensure. Programs not subject to EEC licensure and in receipt of EEC funding range from non-relative caregivers, summer camps, and early education and care programs operated by a public school district.
Simultaneously, EEC has identified foundational knowledge, such as knowledge required to receive an EEC license, as highly needed by the current workforce to increase quality above minimal levels in many programs. As a result, EEC's demand for training will increase and EEC's present capacity to meet this demand is highly inadequate. As part of its workforce supports, EEC provides training, coaching and mentoring, career pathway support and leadership development through 5 regional grantees that provide these services statewide. EEC does not currently have the ability to support video-based coaching supports or collect data on coaching.
CCDBG also includes requirements for a Quality Rating and Improvement System (QRIS), which is a system of tiered quality ratings for states to assess, improve, and communicate the level of quality in early education and care settings. It is similar to other consumer rating systems, such as restaurant or hotel ratings.
There are over 90,000 individuals listed in EEC's antiquated Professional Qualifications Registry (PQR). EEC's Teacher Qualification (TQ) System is currently limited to center-based educators applying for EEC certification while the PQR is open and requires that all educators working in EEC-licensed family child care and group and out of school time programs register annually. EEC is in the process of developing the competency-based credentials that will form the career pathway that will eventually replace the existing certification system. However, the existing TQ and PQR applications are older applications that do not meet modern user interface standards (refer to Appendix A and Appendix B for specifics). The applications are also unable to track where educators are working, training completion or movement along a career pathway. The current PQR has 114,765 open (43,343) and expired (67,422) registrants. The registrants self-report and EEC has no way to monitor this information. There is currently no way to rate an educator's competency.
EEC requires the purchase of an integrated workforce development system that will allow for delivery of training through a Learning Management System (LMS); a new and improved integrated PQR for tracking the professional development attainment of those entering and working in the early education and care field; a method for supporting video-based coaching or data collection; a modern method for determining whether applicants for licensure meet licensing requirements and teacher qualifications (TQ) required for competency-based credentialing; and an improved QRIS Manager allowing programs to apply for a QRIS rating. All of these systems are required to work together so that licensing, in its new differentiated format, and QRIS have real time information on the professional status of the workforce.
Once work is complete, EEC anticipates an IT system that provides standardized interfaces to facilitate integration with complementary applications and technologies, requires minimal customization, and is adaptable to changes in workforce development policies and processes:
- Complies with Massachusetts and federal laws, guidelines, and regulations, including new CCDBG reauthorization requirements related to orientation, training and quality improvement;
- Supports and informs ongoing development of proposed changes to EEC's workforce certification/credentialing requirements;
- Supports and informs the delivery of coaching services, both online and in person;
- Optimizes EEC's staff time, skills, and abilities to support workforce certification and quality improvement;
- Leverages data to and from other state agencies to expedite and streamline workflows and processes, such as between higher education and EEC to confirm course-taking requirements; and
- Is easy for all users to access, manage and navigate, including EEC staff, the early education workforce, and provider staff.
EEC has been planning for this improvement for a year and is currently funding a business process review with PCG to delineate the architecture of the future system which will encompass the learning management system, the professional qualifications registry, the QRIS system and be integrated into our current child care financial assistance and licensing systems.
- Current state analysis, including review of other efforts related to early education workforce development. PCG will conduct a business process review of the services currently being delivered by EEC in relation to TQ/PQ/QPM, including the user experience from the perspective of EEC staff, external educators and external administrators, and make recommendations for improvements. As part of this work, PCG will review as directed by EEC best practices implemented by one or two states, and, if necessary, develop a Request for Information (RFI) to solicit information from software application development vendors to inform the development of a request for response for such services.
- Complete options analysis for improving and streamlining EEC business processes to best support current and future workforce certification and improvement efforts. This deliverable will provide EEC with an assessment of the roles and responsibilities related to the meeting of the workforce qualification requirements and supporting quality improvement and a workflow process that will assist EEC in determining the points in the process assumed by each internal and external stakeholder. The workflow process will consider who in the process will be best equipped to complete each step in the process, including EEC's role for support in relation to the responsible party for an individual seeking a credential, such as an employer, educational institution, contractor, etc.
- A BPR recommendation that will lead to the design of an adaptable, cost-effective, and sustainable system supported by a user-friendly software application. The LMS must be consistent with Massachusetts and federal laws, guidelines and regulations. The LMS must also integrate via Extract, Transform and Load (ETL) with other EEC applications and systems, including EEC's CCFA and LEAD systems. The BPR recommendation must include consistent and streamlined processes for all users, including EEC staff, and external educators and administrators to access the system and manage internal and external processes.
- Creation of high-level requirements for an IT system that would best support BPR recommendations
- Develop and oversee procurement requirements, scoring rubric and any other necessary documents (Q&A, technical templates, etc.) and processes for a successful procurement.
- Along with EEC, identify key internal stakeholders, and convene and facilitate working group meetings to consider system alignment issues as they arise. PCG will take necessary meeting notes and conduct any required follow-up needed between meetings.
EEC has secured funding through December 31, 2018 and has applied to the Executive Office of Technology Services and Security (EOTSS) for additional funding through FY20. Initial funding will allow for the procurement and configuration of the Learning Management System (LMS) with the integrated registry and certifications systems.