] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → DEPUTY SUPERINTENDENT FOR TEACHING, LEARNING, AND PROGRAMS

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Deputy Superintendent for Teaching, Learning, and Programs

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Deputy Superintendent TLP CODE: 0152 SQ/OQ: Not Applicable
WORKING TITLE: Deputy Superintendent for Teaching, Learning, and Programs GRADE: NS MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: The deputy superintendent for teaching, learning, and programs (DSTLP) is responsible for the oversight and management of the offices of Curriculum and Instructional Programs, Special Education and Student Services, and Shared Accountability. Works collaboratively with the deputy superintendent for school support and improvement and the chief operating officer to ensure aligned support and services to schools focused on improving teaching and learning. The DSTLP communicates system priorities and promotes collaboration among these three offices to ensure consistency and effectiveness of services and programs. The DSTLP is responsible for aligning the budgets for these three offices to effectively and efficiently utilize resources to support teaching and learning. The DSTLP provides leadership for collaboration with and among all offices to ensure that resources and supports are prioritized to meet individual school needs. Under direction of the superintendent of schools and in collaboration with the chief operating officer and the deputy superintendent for school support and improvement, provides organizational leadership to ensure the implementation of the Board of Educations goals and academic priorities and the school systems strategic plan.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Extensive understanding of Our Call to Action: Pursuit of Excellence, the strategic plan of the school system, in order to coordinate the work of all offices that report to the DSTLP. Extensive knowledge of curriculum development, program implementation, assessment processes, and effective use of data to improve instruction. Thorough knowledge and understanding of No Child Left Behind (NCLB) requirements as well as local and state laws, policies, and procedures. Thorough knowledge of how effective schools operate. Keeps current on national trends in the areas of instruction, curriculum, assessment, the usage of data to improve instruction and special education. Ability to build a highly functional instructional team that exhibits excellent cross-functional communications and execution capabilities to support the strategic initiatives of the school system. Must be able to demonstrate success in managing change in a constructive and positive manner and leading and facilitating collaboration among offices. Knowledge of effective instructional programs and methodologies and experience in evaluating such methods for effectiveness in meeting school improvement goals and targets. Uses data-driven decision-making to determine effectiveness of programs and initiatives. Proven ability to execute programs effectively and produce results. Significant skill in directing the work of others and resolving complex problems. Expertise in educational program design, development, and implementation in a diverse school system. Excellent conceptual, analytical, problem solving, organizational, and leadership skills. Exceptional oral and written communication skills and a proven track record of working collaboratively with multiple and diverse constituencies.
EDUCATION, TRAINING, AND EXPERIENCE: A master's degree from an accredited college or university in educational administration, supervision, or curriculum development. Doctoral degree is desirable. School-based and central office administrative leadership experience. Experience with educational accountability measures including federal mandates, and state and local assessments; curriculum development; and managing a variety of programs and initiatives. Knowledge of testing and program evaluation procedures. Knowledge of the effective use of data to improve instruction. Experience in project management, including the ability to deploy resources and manage multiple projects. Experience in leading large-scale educational program development and reform.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements for principal and superintendent certification.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Ability to work frequent nights, weekends, and holidays, as required.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Oversees and monitors the implementation of systemwide strategic projects and initiatives and monitors these initiatives and programs to ensure that they lead to high student achievement.

Fosters a work environment that is student-focused and results-oriented and places priority on improving staff and student learning.

Articulates the strategic initiatives and alignment of programs of the school system to various local and state officials.

Oversees, monitors, and facilitates the integration of the projects/initiatives for the Office of Teaching, Learning, and Programs.

Collaborates with all members of the executive leadership to ensure coordinated planning and consistent implementation of MCPS strategic plan, making certain that programs are effective and focused on improving student learning.

Assists in the development and continuous assessment of school system targets.

Reviews and monitors individual office budgets and expenditures to ensure that they are aligned with the strategic initiatives of the school system and the resources are directed appropriately.

Presents information to the superintendent of schools; the Board of Education; Executive Staff; public groups; and national, state, and local officials.

Engages with community and other stakeholders to address needs, interests, and concerns.

Monitors education research, trends, and developments to support school improvement efforts and program development.

Works collaboratively with association leadership to implement system priorities and to foster a productive work environment for all employees.

Is an active member of superintendents Executive Staff and supports the overall performance delivery strategy of the district while ensuring that instructional leaders across the school system function as an effective team.

Performs related duties consistent with the scope and intent of the position.
Class Established: 3/2012
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.