Job Description:

JOB CLASSIFICATION SUMMARY

This position provides the District direction and leadership for developing and implementing programs that have a positive impact on student outcomes, conduct, social and emotional growth, climate and culture.

DISTINGUISHING CHARACTERISTICS

This is an advanced leadership classification in the District’s administration responsible for
directing and overseeing professional development for administrators and staff; directing
program evaluation activities and identifying instructional problems or needs; convening
meetings and facilitating communications; overseeing budgets and grants; collaborating with external stakeholders; representing the District; maintaining Federal and State legal mandate, including the coordination of Title IX compliance for students; making recommendations for improvements and ensuring achievement of District vision and goals.

ESSENTIAL DUTIES 

The following are intended to describe core work functions of this classification. While the level and broad nature of essential duties may not change, specific work tasks will vary over time depending on the District’s needs.

* In-person attendance is an essential function of this classification.

● Embeds and promotes educational equity, social emotional learning, and restorative
practices with the explicit goal of advancing educational equity across all systems and
structures, including but not limited to: vision statements, strategic plans, budgetary
decisions, staffing, professional learning, school-wide policies, curricular adoption criteria,
instructional practices, and instructional quality assessments;

● Assists with creating a sustained focus on further developing cultural competence within the district to increase awareness and understanding of varying cultural identifies, norms, and uniqueness among students and their families;

● Coordinates compliance activities required for student Title IX concerns;

● Assures effective implementation of a rigorous multi-tiered system of support;

● Provides and/or facilitates professional development on inclusive practices that support
student success for all staff;

● Develops, implements and supports systems for monitoring and improving student behavior

● Researches, recommends and supports schools with a systemic solution for meeting
students’ emotional and mental health issues that impact learning;

● Co-evaluate Teaching & Learning Coaches for Student Support (or similar position) along
with site administrators

● Analyze, compile, and interpret student survey and wellness data to identify trends and
opportunities. Ensure that campus instructional staff receive timely data in a clear and
usable format to enable them to effectively develop student achievement goals and
objectives;

● Works to create a developmentally appropriate learning environment for all students;

● Provides professional learning opportunities for all staff that have a positive impact on
student outcomes, conduct, social and emotional growth, climate and culture.

● Participates in the recruitment of staff;

● Forge partnerships with community agencies that align with the needs of students, families, and staff;

● Conducts classroom observations, staff meetings and prepare written evaluation reports;

● Works collaboratively with Educational Services Directors to create programming that allows students to be appropriately supported;

● Stays abreast of current research and best practices that will support the continual
improvement of the educational program for all students;

● Provides oversight and administration applicable assessment system(s);

● Develops and support the progress monitoring of all students and assure quality
implementation of applicable programs;

● Serves as a liaison to referring agencies and outside providers;

● Meets with Principals regularly to provide updates on student and staff progress;

● Performs related work as assigned.

KNOWLEDGE

● Conflict resolution

● Pertinent federal, state, and local laws, codes, rules, regulations, and statutes

● District policies, procedures, organization structure and school requirements

● Data management and research methods

● Educational programs and resources

● Federal Regulations and State Administrative Code

● Arizona Department of Education report submission and deadlines

● Current with changes in the laws and policies that provide oversight to the development of a Comprehensive Needs Assessment and Instruction Plan

SKILLS

● Making sound decisions

● Prioritizing among competing goals

● Initiating process improvements

● Communicating effectively in English; Biliterate in English and Spanish preferred

● Collaborating with staff, leadership, parents and the community.

● Utilizing communication and interpersonal skills as applied to interaction with coworkers,
supervisors, the general public and others to sufficiently exchange or convey information
and to receive work direction.

Education and Experience:

● Master's degree in Education plus a minimum of three years classroom teaching
experience; or an equivalent combination of directly related education and experience;

● Leadership experience as school or academic department administrator

Required Certifications/Licenses:

● Valid Arizona Teaching Certificate with Administrative Certificate.

● Valid Arizona Fingerprint Clearance Card (FPCC).

Our Beliefs: A Guide for Our Actions

·         We Believe In:

·         Loving each child as our own.

·         Mindful, curious, and adventurous learning.

·         Safe schools that nurture mind, body, and spirit.

·         High expectations that promote academic growth.

·         The strength that comes from the diversity of our community.

·         Our Vision: Creighton neighborhood schools inspire adventurous thinkers, collaborative learners, and kind-hearted leaders.

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