] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → DIRECTOR, LEARNING, ACHIEVEMENT & ADMINISTRATION: SPECIAL PROGRAMS, INNOVATION & OUTREACH

Sorted by job title: A - C | D - H | I - Q | R - Z

Director, Learning, Achievement & Administration: Special Programs, Innovation & Outreach

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Director II CODE: 0262 SQ/OQ: Not Applicable
WORKING TITLE: Director, Learning, Achievement & Administration: Special Programs, Innovation & Outreach GRADE: Q MONTHS: 12
SUMMARY DESCRIPTION; PHYSICAL DEMANDS; AND SPECIAL REQUIREMENTS: Summary Description: At the direction of the chief, in the office of teaching, learning, and schools and in collaboration with other Montgomery County Public Schools (MCPS) staff, works to assure quick, effective responses to local schools and special programs needs related to instructional leadership, effective teaching and learning, and student performance. The director of learning, achievement, and administration (DLAA) supervises a portfolio of schools and special centers and programs and is responsible for coaching, holding principals accountable, and building the capacity of principals to improve teaching and learning in schools through modeling and encouraging innovative and effective instructional leadership; supports and collaborates with the principal to monitor academic and operational school functions to ensure the local school student performance goals align with and progress to meet or exceed MCPS accountability measures; monitors the plans to support the physical, social, and psychological well-being of students, staff, and families; engages in the timely and productive communication, collaboration, and coordination of support to schools; actively involves and informs community partners of the school system¿s priority work to accomplish the strategic goals; demonstrates leadership qualities that exemplify the MCPS core values and promote actions that meet the diverse needs of every student, and result in access to learning experiences and equitable resources that leading to college and career readiness and success. Physical Demands: None. Special Requirements: Frequent evening or weekend work including representing the associate superintendent at meetings with school and community groups.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE SKILLS ABILITIES: Strong understanding of the school improvement planning process, leading for equity, leading high performing teams, and leading professional development. Ability to lead and manage a large team of school system experts to provide prompt response to issues related to student performance. Knowledge of adult learning and proven ability to provide effective professional development. Thorough knowledge of the three professional growth systems including the application of the evaluation process and the standards for administrators, teacher-level staff and support professionals. Demonstrated ability to motivate, support, coach, and supervise, and evaluate school system employees. Thorough knowledge of building the capacity of school leaders for the purpose of improving program quality and instructional practices in closing the achievement gap. Ability to develop principals¿ instructional leadership capacity through coaching. Outstanding written and oral communication and analytical skills. Ability to build partnerships among significant stakeholders including community and business partners. Uses educational technologies that support teaching and learning and the monitoring of school progress. Ability to analyze multiple sources of data and access and utilize various data management systems to diagnose the strengths and needs of the school system, schools and students and provide differentiated support to leaders and the individual schools. Strong interpersonal and human relations skills to build positive and respectful professional relationships with key stakeholder. Knowledge of strategic master scheduling and staffing. Extensive understanding of federal, state, local laws and school system policies and procedures to ensure the diverse learning needs of students are appropriately met and a safe and positive climate exists for all. Specific knowledge of laws and procedures related to the development and implementation of individualized education and 504 plans.
EDUCATION, TRAINING AND EXPERIENCE; CERTIFICATE AND LICENSE REQUIREMENTS: Education Training Experience:Masters degree from an accredited college or university with certification in supervision, administration, or curriculum development. Three or more years of relevant experience with demonstrated experiences in improving student learning for all students and leadership as a school principal, five years experience preferred. Experience supervising staff who work with students with disabilities, English learners, or those receiving alternative educational services. Experience leading, motivating, and managing professional staff, empowering them to creatively and effectively address instructional program needs. Demonstrated systemwide leadership experience and commitment to developing effective local school leadership. Skilled at re-envisioning, building, and managing a team, especially in a time of growth and change. Demonstrates cultural competency and a deep understanding of complex issues facing a large urban district. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills may be considered.Certificate License:Meets Maryland state certification requirements for Administrator I and II and completion of Observing and Analyzing Teaching I and II or completion within one year of position start date.
OVERTIME ELIGIBLE: No

DUTIES AND RESPONSIBILITIES:

Example Duties:Note: Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the core job elements.Communicates and collaborates with other directors of school achievement and diverse stakeholders, including district personnel, students, families, communities, and /or advocacy groups to coordinate services and improve the conditions of teaching and learning in each of the schools and across school clusters they supervise.Analyzes student data and monitors the student performance of schools and school clusters, with an emphasis on the focus and monitoring groups.Conducts formal and informal school visits aligned to student achievement, effective school operations, and strategic goals. Attends school-based meetings and events to foster a culture of engagement and accountability among staff, parents, and communityFosters vertical articulation.Collaborates with district leadership to allocate equitable and differentiated resources that address the needs of students and schools.Establishes innovative program models, learning opportunities and partnerships to provide authentic experiences related to academic enrichment, career exploration or work experiences.Serves as a liaison between schools and central services staff to ensure the academic and overall well-being of students are met.Engages in cross-office collaboration and communication to coordinate outreach to parents, community and business partners to support student success.Understands and applies the standards established for the three MCPS Professional Growth Systems (PGS).Frequently observes, coaches, supports, and supervises principals in developing and delivering a school culture focused on improved academic performance and social-emotional learning for all student populations, including articulating a vision for effective instruction, leading others in data analysis that informs instructional practices, and developing a culturally competent learning environment committed to improving experiences and outcomes for all students.Builds leadership capacity of principals with a focus on instruction, data analysis, and aligned interventions; coordinates the dissemination of information regarding the training of school-based administrators; plans and coordinates differentiated professional learning experiences for school-based administrators to foster change in adult practice and accelerate student learning and performanceConducts principal evaluations and provides feedback on effective leadership practices, including supervision and evaluation of instructional staff, use of data, and establishment of school culture.Removes barriers or obstacles that impede principal¿s ability to achieve his/her goals and ensures that school leaders have the resources they need to succeed; coordinates and secures resources for schools; builds and maintains strong relationships; establishes clear expectations, deliverables, and deadlines; offers innovative solutions to seemingly intractable problems.Leads principals and school-based administrators to implement high-quality instructional practices across classrooms, school sites, and school clusters; motivates, inspires, and moves other adults to change practice; exhibits willingness to have difficult conversations to facilitate growth and change.Leads district teams in identifying the work and results principals will be held accountable for, sets clear metrics for success, and collaborates with district leadership and principals to ensure alignment of practices and resources to address school needs and ensure improved academic achievement for all student populations and improved achievement for schools and school clusters.Observes, supervises, and evaluates a team of instructional speExample Duties2:cialists resulting in dynamic, achievement gap closing schools with exceptional student achievement. Builds the capacity of instructional specialists to meet the diverse needs of teacher leaders and administrators to support students, classrooms, and schools; meets achievement goals and improves instructional and leadership practices, including coaching, modeling, and differentiated support to assess progress. Assists and supports principals with operational duties that impact and are related to instructional leadership practices; supports principals in managing and responding to serious incidents as well as complaints from the public and compliance issues.Manages the mentoring, recruitment, interviewing, and selection of principals for Board appointment that match needs of the district and the specific schools to which they are assigned.Supervises and evaluates administrative staff.Demonstrates excellent execution and project management skills, including attention to detail and organizational skills; ability to balance multiple projects under tight deadlines; strong verbal and written communication skills; and prompt responses to stakeholders.Prepares a variety of reports and correspondence; disseminates best practices to schools and communities; and proposes ways to address performance challenges.Serves as the representative of the area associate superintendent as requested. Performs related duties consistent with the scope and intent of the position.

This description may be changed at any time.