Full-Time

Assessment Field Monitor

State of Montana

State of Montana

Montana state government

No salary listed

Glasgow, MT, USA + 2 more

More locations: Great Falls, MT, USA | Kalispell, MT, USA

Remote

Full-time telework is available within Montana, and applicants must reside in Montana.

Bachelor's

Category
Risk & Compliance (1)
Required Skills
Data Analysis
Requirements
  • Proficiency in standardized test procedures and compliance requirements.
  • Familiarity with educational systems, regulations, and data analysis.
  • Strong observational skills for detecting irregularities in test administration.
  • Effective verbal and written communication.
  • Ability to uphold ethical standards in maintaining assessment integrity and confidentiality.
  • Bachelor's Degree in Education.
  • Three years of directly related experience.
  • Other combinations of education and experience may be considered on a case-by-case basis.
  • Applicants must reside in Montana.
Responsibilities
  • Visit schools and monitor test administration procedures.
  • Identify compliance issues during statewide assessments.
  • Provide detailed observations to the State Assessment Director for reporting, follow-up actions, and training purposes.
  • Geographically represent the state to access multiple school districts.

State of Montana is the state government responsible for public administration and services across Montana. State agencies deliver healthcare, transportation, natural resources, public safety, regulation, education support, taxation, and other public programs. It serves residents, businesses, local governments, visitors, communities, and public institutions throughout Montana. Its operating model centers on departments and agencies operating under elected leadership, public law, budgets, civil-service systems, and statewide infrastructure. Teams work across public administration, healthcare, engineering, technology, finance, regulation, public safety, and community services. Teams support coordinated daily delivery.

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