] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → DIRECTOR, RESTORATIVE JUSTICE

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Director, Restorative Justice

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Director II CODE: 0262 SQ/OQ: Not Applicable
WORKING TITLE: Director, Restorative Justice GRADE: Q MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the Associate Superintendent in the Office of Student and Family Support and Engagement (OSFSE) in the Office of The Chief Academic Officer, and in collaboration with other Montgomery County Public Schools (MCPS) staff works to assure quick, effective responses to local school needs related to restorative justice, social emotional learning, student psychological safety and well-being, and student availability for instruction. Coaches, supports, and develops the capacity of principals and pertinent staff to incorporate restorative practices in schools through modeling and encouraging innovative and effective social and psychological approaches to discipline. Aligns student social-emotional wellness and college and career readiness goals with those of MCPS, assuring that the needs of all significant stakeholders in schools are addressed. Supervises, leads and/or provides oversight to assigned OSFSE units, teams and/or staffs in furtherance of physical, psychological and social well-being of students.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Strong understanding of restorative justice and restorative practices, planning process, leading for equity, leading high performing teams, and leading professional development. Ability to lead and manage a cross functional team of school system leaders to provide prompt response to issues related to social and psychological well-being of students, their availability for instruction and/or performance. Knowledge of adult learning and proven ability to provide effective professional development. Thorough knowledge of the principles and practices that govern restorative practices and approaches to discipline and disproportionality. Demonstrated ability to motivate, support, coach, and empower school system employees to work to reengage disconnected youth. Thorough knowledge of building the capacity of school leaders for the purpose of improving disciplinary responses and social and psychological safety practices in closing the achievement gap. Ability to analyze and demonstrate how using multiple student data points and restorative justice practices can build school leadership capacity. Outstanding written and oral communication and analytical skills. Ability to build partnerships among significant stakeholders. Highly skilled in the use of educational technologies that support teaching and learning and the monitoring of school progress. Ability to use multiple sources of data to diagnose schools strengths and needs and provide differentiated support to schools. Knowledge of school processes and procedures.
EDUCATION, TRAINING, AND EXPERIENCE: Maste¿s degree from an accredited college or university with certification in supervision, administration, or curriculum development. Three years or more experience in school-based leadership as a principal, five-years-experience preferred. Successful completion of Observing and Analyzing Teaching I & II and Administrator II Certificate. Three years of more experience leading, motivating, and managing professional staff, empowering them to creatively and effectively address student instructional needs. Demonstrated system wide leadership experience and commitment to developing effective local school leadership. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland certification requirements for supervisors and principals.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Frequent evening or weekend work including representing the associate superintendent at meetings with school and community groups.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

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.)

Serves on central office teams and collaborates with members and other offices, to build a common understanding of school strengths and needs and to ensure resources and supports are meeting school needs.

Models effective leadership practices, including articulating a vision for effective instruction, utilizing time management strategies, prioritizing work, attending to one¿s own professional growth through reflection and critical analysis of practice.

Facilitates, coaches and monitors a nexus between implementing restorative justice practices a change in school culture, the ability to reengage students, and increased student performance.
Monitors school performance and analyzes student performance; works with cross-functional teams to assure effective and efficient implementation of restorative practices and addresses specific student and school needs.

Builds and strengthens relationships with directors in other offices to coordinate support for schools as needed.

Serves as lead support for a group of schools in their implementation process for restorative justice. Conducts planning events with principals and teachers to assist them in establishing and meeting local and district strategic priorities.

Provides coaching and support to principals, school-based and central office staff regarding restorative practices.

Helps to design and lead professional learning opportunities for principals and school leadership teams to foster change in adult practice and accelerate student learning and performance as an outcome of restorative justice implementation.

Conducts observations of school teams as part of the restorative justice implementation process.
Understands and applies the six leadership standards that have been established for the Montgomery County Association of Administrators and Principals (MCAAP/MCBOA), the Montgomery County Public Schools (MCPS) Teacher Professional Growth System (TPGS) and the Supporting Services (SEIU) Professional Growth System (SSPGS).

Participates in the selection and evaluation process for department staff; provides the necessary administrative and supervisory functions for appropriate leadership of assigned staff.

Develops and manages the MCPS budget related to restorative justice, including grants and grant-making activities.

Establishes and maintains collaborative relationships with other MCPS offices, county agencies, higher education and business partners, as well as the Maryland State Department of Education (MSDE), as required to support the mission of the department.

Collects and utilizes data to inform instructional decisions and monitors plans for restorative justice and other social emotional interventions.

Develops and presents information and programs to the Board of Education, professional staff groups, and community groups.

Supervises staff workload of all staff members in the department.

Performs related duties consistent with the scope and intent of the position.
Class Established: 7/1982
Date(s) Revised: 1/2018
Last Reviewed:

This description may be changed at any time.