] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → DIRECTOR, SECONDARY LEADERSHIP DEVELOPMENT

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

Director, Secondary Leadership Development

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Director I CODE: 0330 SQ/OQ: Not Applicable
WORKING TITLE: Director, Secondary Leadership Development GRADE: P MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the Director of Leadership development, ensures quality and consistency in design, and implements a comprehensive secondary leadership development program with special emphasis on effective school-based administrator training. Using a model of continuous improvement within a self-renewing organization, assists employees in learning and applying the knowledge, skills, and best practices needed to lead a school in maximizing student performance. Working directly with principals and assistant principals, members of the executive staff, individual schools, Montgomery County Public Schools (MCPS) offices, and employee associations, the director identifies priorities and oversees the development and delivery of programs that address them. Working with colleges and universities, nationally recognized trainers, community businesses, and MCPS staff, the director manages the development of administrative development initiatives, modeling effective, state-of-the art leadership practices that are infused through in-service training, seminars, professional learning communities and other development initiatives throughout MCPS at all organizational levels.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Strong knowledge and skills in the area of instructional leadership, knowledge of training and development practices, including adult learning theory; ability to analyze, design, conduct, and evaluate training programs. Demonstrated effective leadership skills, including knowledge of strategic planning and continuous improvement principles, team building, and conflict management. Outstanding organization, writing, speaking and interpersonal skills; ability to work effectively with MCPS school and office staff, as well as industry and university leaders and private sector trainers to build successful partnerships.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree from an accredited college or university and qualification for Maryland certification in administration and supervision. Three successful years of experience in MCPS as a secondary principal. Doctorate preferred. Experience developing and conducting training needs assessments; designing and delivering training to meet those needs using a variety of modalities and evaluating training outcomes. Experience as a classroom teacher desirable. Other combinations of the knowledge, abilities, and skills may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets State of Maryland requirements for principal and supervisor certification.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Availability to work evenings and weekends to attend meetings, to observe and conduct training, and to attend conferences and other personal professional development events.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Coordinates mentoring programs for aspiring and current leaders.

Serves as project manager for the Secondary Administrator Training and Development Program.

Supports leadership development initiatives, assuring compliance with the MCPS regulations and administrator evaluation system.

Supports the development and implementation of a Professional Growth System (PGS) for administrators.

Coordinates and serves on assistant principal I, assistant principal II, and intern teams.

Coordinates the training of AP coaches and AP mentors as a member of Professional Development Teams (PDTs).

Facilitates principal meetings related to program improvement and problem solving.

Participates in conferences and training events to build working relationships with other service providers and to promote self-improvement.

Monitors the acquisition of identified competencies by employees and the impact of competency acquisition on employee performance.

Promotes cross-functional collaboration with the Office of School Support and Improvement (OSSI) and other offices, recognizing and using the competencies resident in all employees including support staff, teachers, principals, and other administrators to foster organizational alignment and commitment to systemwide goals and initiatives.

Performs related duties consistent with the scope and intent of the position.
Class Established: 1/2001
Date(s) Revised: 6/11, 5/2016
Last Reviewed:

This description may be changed at any time.