INSTRUCTIONAL SUPERINTENDENT LEARNING NETWORK 2

JOB DESCRIPTION:

We believe that all students can achieve at the highest levels and are committed to

providing opportunities that will permit all students to do so. We also believe quality

school leadership contributes significantly to student achievement. Instructional

Superintendents (ISs) for BCS supervise and support a network of 10-15 schools and

school principals. ISs are expected to promote high quality instructional practices;

provide instructional leadership direction; and coach, mentor and support principals as

they grow their leadership skills. The work of ISs are an integral part of the classroom-

by-classroom, school-by-school effort to reform instruction and increase student

achievement in every school. ISs are responsible for helping to select and assign

principals, supporting differentiated professional growth and building the leadership

capacity of the District. Collecting, analyzing and using multiple sources of data to

guide continuous improvement of schools within their purview is an important function

of this job. ISs are also expected to help assess school climate and to assist principals

with the development of school improvement plans. ISs in BCS must be leaders who:

• Are passionate about supporting all students to overcome barriers contributing to

the opportunity gap.

• Believe that the urgency of closing this gap is too great to accept excuses of

any kind.

• Motivate and support their team while holding all adults accountable for

ensuring student success.

DUTIES AND RESPONSIBILITIES:

Essential Functions

• Promotes high performing school practices and ensures the consistent implementation of the practices across all schools.
• Guides principals to provide learning environments that enable every student to achieve.
• Coordinates and ensures the successful growth and success of all District schools.
• Formulates, plans, and implements mentoring to assigned principals; develops and implements that include current, evidence-based practices; efficiency of professional development plans.
• Helps to select, develop and evaluate principals.
• Provides leadership as a member of a collaborative team to ensure that curriculum instruction initiatives are student focused.
• Functions as a qualified observer of teachers.

• Supports principals to assess the core competencies that teachers need to implement curriculum and deliver instruction.
• Ensures coordinated, excellent services are delivered to schools
• Ensures the deployment of resources and intervention approaches to appropriately and effectively address challenges
• Ensures the implementation of strategies to meet the District’s performance targets and continuous improvement plans.
• Communicates clearly with principals, parents and the community about District priorities, school performance and student achievement
• Actively engages with students, parents and families to learn from them and support their needs
• Responds to constituents’ concerns and serves as the liaison to schools, central offices and community groups on matters related to instruction and school leadership
• Advocates on behalf of school communities within the school district central administration
• Works with principals to identify and implement school improvements that enhance the learning environment and support administrative efficiency.
• Ensures that all functions and activities are executed in compliance with District policies and professional standards and local, state and federal laws.
• Develops effective working relationships with principals and school stakeholders
• Develops, manages, and builds the capacity of assigned school support team members; some being direct reports while others may be cross functional team members
• Uses executive judgment to solve problems and manage crises

QUALIFICATIONS:

Minimum Qualifications

• Master’s degree from an accredited college or university in education, educational administration or a related field.

• Ten years of full-time, paid, educational experience, at least five of which have been in a school-based administrative or central office capacity.

• In-depth knowledge of instruction, standards-based education and leadership.

Preferred Qualifications

• Doctorate degree from an accredited college or university in education, educational administration or a related field.

• Experience as a turnaround principal and/or principal manager of persistently low performing schools with documented evidence of significant improvement in student outcomes.

• Training, experience, or exposure to school leadership and/or principal manager development through New Leaders, Relay, TNTP, Achievement Network or similar organizations.

Knowledge, Skills and Abilities Demonstrated knowledge of:

• The principles of educational administration.

• Research-based school improvement designs and current issues facing urban public education.

• Governmental statues and regulations relating to instruction and curriculum.

• State and national trends that impact development and improvements in curriculum design.

• Standards and current curriculum frameworks.

• Curriculum development and implementation, as well as authentic assessment practices.

• Implementing differentiated instructional methods and techniques.

• Leading and implementing broad-based initiatives and programs.

Demonstrated ability to:

• Provide leadership in organizational or school change.

• Improve student outcomes.

• Coordinate, facilitate and implement diversified interdisciplinary programs.

• Coordinate and oversee the work of staff and attain effective results.

• Formulate and implement professional development for adult learners.

• Effectively represent the District in a professional manner and serve in a liaison capacity.

• Evaluate data and prepare cogent recommendations.

• Use a personal computer to develop presentations, documents, spreadsheets and analyses.

• Communicate effectively, both orally and in writing.

• Establish and maintain effective working relationships.

Such alternatives to the above qualifications as the Board may require.

APPLICATION REQUIREMENTS:

• Completed Application (HireTrue)

• Resume (uploaded to application)

• Three (3) returned References (HireTrue)

PLEASE ENSURE ALL INFORMATION IS CURRENT WITHIN A 6 MONTH PERIOD

PHYSICAL REQUIREMENTS:

Physical strength, mobility, dexterity, stamina, and acuity are required to perform

job responsibilities.

REVISED: August 2024

Please Note: All candidates must submit to a background check (https://alabama.fieldprint.com)

Employment is contingent upon candidate meeting suitability criteria as established by Alabama State Department of

Education. The Birmingham Board of Education does not discriminate on the basis of age, race, color, sex,

sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited

by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the

Civil Rights Act and Title IX of the 1972 Educational Amendments. Birmingham Board of Education is required

by state law to verify the employment eligibility of newly hired employees by using the federal E-Verify program.

New employees are required to provide a Social Security number, an unexpired identity document that contains

a photograph, and other acceptable documents that establish employment eligibility. In addition to determining

whether a new hire is authorized to work in the United States, E-Verify will confirm that the employee's name

and Social Security number match.