] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → ASSISTANT CHIEF, TEACHING, LEARNING AND SCHOOLS

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Assistant Chief, Teaching, Learning and Schools

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Assistant Chief CODE: 0181 SQ/OQ: Not Applicable
WORKING TITLE: Assistant Chief, Teaching, Learning and Schools GRADE: NS MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: The assistant chief of teaching, learning and schools reports directly to the Chief of Teaching, Learning and Schools. Provides visionary leadership to execute effective communication, collaboration and coordinate of work between the four OTLS offices of Curriculum and Instructional Programs; School Support and Improvement, Special Education, and Student and Family Support and Engagement. Provides direct supervision to associate superintendents in collaboration with the chief; monitors and analyzes the impact of the office¿s support to schools using multiple qualitative and quantitative measures; establishes and implements structures and processes to achieve MCPS strategic priorities. Engages community stakeholders to plan/support MCPS strategic priorities and initiatives through collaborative opportunities with MCPS central offices and schools to improve student academic success and overall school experiences.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates student-focused leadership that reflects the core values of learning, relationships, respect, excellence, and equity; promotes visionary leadership through strategic planning; proactive problem-solving, and results driven actions; exemplifies authentic collaboration and relationship building with internal and external stakeholders; demonstrates a commitment to equity and excellence for all students and contributes to MCPS being an antiracist school system. Proven experience as an instructional leader and culture builder as a school leader; proven success in implementation and leading of school improvement planning work showing significant impact on student learning, particularly around addressing achievement gaps. Qualitative and quantitative data analysis capabilities. Proven ability to motivate, train, monitor performance, and drive work of multiple teams; successful implementation using a standards-based professional growth system to support employees meeting and not meeting standard. Proven ability to oversee & guide complex, politically sensitive community processes that result in strong engagement; strong interpersonal, written and verbal communication skills, the ability to lead with equity and work with people at all levels and diverse cultural backgrounds within MCPS as well as key external organizations, students, parents/guardians and the community at large. Highly developed & agile verbal and written communication and listening skills: proven ability to effectively communicate with broad spectrum of constituents; strong problem solving skills; experience in managing conflict and ability to respond creatively to challenges; and demonstrate bilingual skills to communicate with broader community preferred - fluency in Spanish is highly desirable.
EDUCATION, TRAINING, AND EXPERIENCE: Master¿s Degree required; Degree background in education, public administration, or related field is required; Doctorate preferred; minimum five years of experience as a principal required. Proven and demonstrated experience in the following: Supervision and evaluation of staff using professional growth standards; Development, implementation and evaluation of progress for school improvement planning; Development, implement, and evaluation of impact of professional development training plans Proven experience with effective communication, collaboration, and coordination of multiple projects Project, grant and budget management experience; Training in cultural proficiency Evaluation tools to identify impact of projects/work flow; Instructional leadership and culture builder as a school leader; utilization of key performance indicators and strategic planning at the central office level to monitor the impact of central office initiatives and processes on student academic progress; Implementation and leadership of school improvement planning work showing significant impact on student learning, particularly around addressing achievement gaps; Strategic utilization of data related to the achievement of student groups representing achievement gaps and disproportionate rate of access to tracks of CCR; Management of multiple relationships with offices, schools, and agencies to determine and reach common goals and objectives.
CERTIFICATE AND LICENSE REQUIREMENTS: Must meet Maryland State certification requirements for Administrator II.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Requires the ability to work long hours and manage multiple projects with tight deadlines.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

1. Oversees, monitors, and facilitates the integration of the projects/initiatives identified by the Board of Education and the Superintendent of Schools.
2. Engages in authentic collaboration and relationship-building with internal and external stakeholders.
3. Utilizes the Equity Impact Questions to view all work through the lenses of race.
4. Provides strategic vision, goals, and metrics that supports schools and offices building strong processes to engage all community stakeholders in a meaningful to be inclusive all of student population representation.
5. Supervises and evaluates associates and other professional and support professional staff in collaboration with the Chief OTLS.
6. Designs and implements professional learning opportunities for central services and school-based leaders based on data-driven needs or professional development interests in collaboration with assistant chief of professional learning and development.
7. Provides explicit feedback and support to the school improvement planning process.
8. Conducts regular professional learning communities with central services and school-based administrators.
9. Creates structures and processes to promote effective communication, collaboration and coordination of supports to schools.
10. Contributes to resource planning to ensure the data-driven equitable distribution of resources aligned to student needs.
11. Manages multiple relationships with offices, schools, and agencies to determine and monitor common goals, objectives and action plans;
12. Creates and presents various reports and updates to the Board of Education, County Council, communities and MCPS leaders.
13. Researches and implements innovative approaches for the development of culturally sensitive and results-driven strategies for outreach, communication, and training to support the diverse needs of students in MCPS. This is to be done in collaboration with all MCPS offices and schools.
14. Provides strategic leadership to large teams/offices responsible for providing specific supports to schools to engage parents, students, and community members.
15. Establishes, manages and organizes effective communication channels between MCPS and the Montgomery County community members and community representative groups.
16. Exposes and provides opportunities to share MCPS progress on shared goals with various community groups and to solicit feedback on MCPS¿s work/initiatives from school level programs to district-wide processes, to evaluation of constituent services.
17. Proven ability to oversee & guide complex, politically sensitive community processes that result in strong engagement of community members.
Class Established: 4/2021
Date(s) Revised: 6/2021, 11/2024
Last Reviewed:

This description may be changed at any time.