] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → DIRECTOR, SCHOOL SUPPORT AND WELL-BEING

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Director, School Support and Well-Being

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Director II CODE: 0262 SQ/OQ: Not Applicable
WORKING TITLE: Director, School Support and Well-Being GRADE: Q MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: At the direction of the chief/and/or associate superintendent of school support and well-being, and in collaboration with other Montgomery County Public Schools (MCPS) staff, works to assure quick, effective responses to assigned schools, including the Montgomery Virtual Academy (MVA) related to instructional leadership, effective teaching and learning, and student performance. The director of school support and well-being (DSSWB) will supervise a portfolio of schools, including the MVA, and will be responsible for coaching, holding the school principals/MVA deans accountable, and building the capacity of principals and deans to improve teaching and learning in schools through modeling and encouraging innovative and effective instructional leadership. The DSSWB will support and collaborate with the principals/deans to ensure day-to day academic and operational functions and that student performance goals align with those of MCPS, ensuring that the needs of all significant stakeholders in schools are addressed. The DSSWB will also provide coaching and professional learning to build the leadership capacity that is specific to teaching and leading in the virtual space and will support and collaborate with the deans of the MVA to ensure the unique academic, operational, technological needs of the MVA are addressed.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Strong understanding of the school improvement planning process, antiracist leadership practices, , 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, within the context of both in-person and virtual learning. Knowledge of virtual learning and instructional best practices, adult learning and proven ability to provide effective professional development. Thorough knowledge of the A&S Professional Growth System including the application of the evaluation process and the leadership standards. Demonstrated ability to motivate, support, coach, and supervise, and evaluate school system employees in both in-person and virtual settings. 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'/deans' instructional leadership capacity through coaching. Outstanding written and oral communication and analytical skills. Ability to build partnerships among significant stakeholders. Uses 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 effective in-person and virtual master scheduling. Knowledge and application of the three MCPS Professional Growth Systems (PGS). Must be proficient with Zoom, Synergy, Google applications, Outlook, and Performance Matters Unify.
EDUCATION, TRAINING, AND EXPERIENCE: Master's 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 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 AND LICENSE REQUIREMENTS: 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.
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.)
Collaborates with other directors of school support and well-being and diverse stakeholders, including district personnel, students, families, communities, and /or advocacy groups to improve the conditions of teaching and learning in each of the schools and across school clusters they supervise, including analyzing student data and monitoring and impacting performance of schools and school clusters. Able to effectively manage change for large groups of principals and school based-stakeholders.
Conducts formal and informal school and MVA visits aligned to student achievement, effective in-person school and virtualMVA operations, and strategic goals; attends school-based/MVA meetings and events to foster a culture of engagement and accountability among staff, parents, and community; fosters vertical articulation; collaborates with district leadership to provide targeted and differentiated system resources that address the needs of schools.
Frequently observes, coaches, supports, and supervises principals/deans 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.
Manages the mentoring, recruitment, interviewing, and selection of school principals/deans that match needs of the district and the specific communities they serve.
Conducts principal/dean evaluations and provides feedback on effective leadership practices, including supervision and evaluation of instructional staff, use of data, and establishment of school culture.
Builds /school principals'/deans' capacity to plan and implement anti-biased, anti-racist, culturally responsive outreach and family engagement to create a welcoming and inclusive space for all families.

Supports school/MVA leaders to actively remove structural barriers and center marginalized families and students.
Removes barriers or obstacles that impede principals'/deans' ability to achieve their 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.
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.
Leads principals/deans and school-based/MVA-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 school principals/MVA deans 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/MVA needs and ensure improved academic achievement for all student populations and improved achievement for schools/MVA and school clusters.
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.
Builds leadership capacity of school principals/MVA deans 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 performance.
Accesses and supports principals/deans 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.
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.
Understands and applies the standards established for the three MCPS Professional Growth Systems (PGS).
Performs related duties consistent with the scope and intent of the position.

Class Established: 4/2023
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.