Job Posting Description, Director of School Learning - Turnaround
Contact Information
Human Resources Department
215 S. Dr. Martin Luther King Jr. Blvd. (4th Floor)
South Bend, IN 46601
574-393-6000
staffing@sbcsc.k12.in.us
 
Job Locations
Administration Building
 
Application Open: 03/22/2021, Filing Deadline: (none)
 
Available Jobs
 Job # Description
071 Director of School Learning - Turnaround

Position Title: Director of School Learning - Turnaround

Salary Range: Regionally Competitive

Contract Length: 1 year (July 1- June 30)

Immediate

Supervisor: Superintendent

Basic Function: The Director of School Learning (DSL)will ensure that exemplary instruction and learning takes place at every one of his or her assigned Redesign schools. The DSL will supervise, support, and develop principals to set and attain high levels of student achievement and ensure that turnaround efforts are being successful. The DSL will oversee a portfolio of schools that are targeted for redesign and strategic turnaround, and will be responsible for inspiring, providing thought-partnership, coaching, holding schools and building leaders accountable, and increasing the capacity of principals to improve the conditions of teaching and learning in each of their schools. The DSL will have decision-making power to address day to day academic and operational school issues in collaboration with the superintendent and building leadership. The DSL will also be responsible for ensuring that the district’s mission and goals are achieved, while collaborating with department heads and to ensure consistency of practice and prioritization of resources specific to each building.

Essential Duties & Responsibilities:

Supporting Building Principals:

  1. Coach and support principals in goal setting, planning, and the development of action plans that will assist school leaders in meeting their instructional leadership objectives and schools to meet performance targets
  2. Collaborate with outside partners in areas of curriculum, instruction, assessment, and leadership
  3. Conduct regular formal and informal classroom walkthroughs aligned to student achievement and strategic goals
  4. Conduct gap analysis/needs assessments against school-based targets
  5. Build instructional leadership capacity of principals with particular focus on instruction, data analysis, and aligned interventions
  6. Focus principals on student outcomes and teacher quality while balancing operational demands
  7. Create a culture of inquiry and mutual accountability among the principals in the redesign network

School Turnaround Ability:

  1. Ability to use data from School Quality Reviews, and Comprehensive Needs Assessments to drive turnaround efforts and school improvement plans
  2. Engage the community as partners in improvement efforts as applicable
  3. Establish clear goals and measurement indicators for shot, intermediate, and long-term outcomes
  4. Prioritize improvement efforts in a way that allow them to be possible and sustainable through capacity building and high quality professional learning

Supervising and Evaluating Building Principals:

  1. Lead and supervise a portfolio of schools identified as in need of redesign and significant academic turnaround
  2. Ensure the implementation of the adopted South Bend protocol for teacher observation and evaluation with high levels of fidelity
  3. Conduct weekly observations with written feedback provided to the principal and superintendent as requested
  4. Conduct principal evaluation and provide feedback on successful leadership practices following the Wallace Foundation and South Bend Framework for Administrators

Supporting Building Faculty and Staff:

  1. Analyze formative and ongoing data for every aspect of the campus—including but not limited to achievement, discipline, attendance, climate and culture
  2. Attend school-based gatherings, including and not limited to athletics, fine arts, parent, community-based, and academic events to foster a culture of engagement with staff, parents, and community
  3. Support the development and monitoring of intervention plans for individual students 4. Work in partnership with the building principal to create and monitor the professional development plan for assigned buildings based on district goals and building data trends
  4. Provide professional development for faculty and staff aligned to the above professional development plans during late starts, full day professional learning days, and as needed by the building.
  5. Facilitate the implementation of a research-based socioemotional learning framework (e.g., Responsive Classroom).

Liaise with Central Office Departments:

  1. Coordinate with all central office departments related to operational and instructional management.
  2. Provide feedback from schools to inform district policy and procedures.
  3. Assist with the recruitment, interviewing, selection, and matching of outstanding principals for the district and for specific assigned schools.
  4. Collaborate with departments to provide the appropriate system resources that address the needs of schools.
  5. Ensure implementation of the Integrated Systems Framework through the School Climate Transformation Grant
  6. Attend all school board meetings.

Qualifications: Masters degree required. Indiana administrative certificate or eligible. Minimum of five years of successful principal experience. Master’s degree in school administration. Experience as a principal in an urban, public school district is preferred with evidence of successful school improvement and turnaround efforts and initiatives.

Physical Demands:

Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting;

pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.

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