Assistant Superintendent

POSITION TITLE:Assistant Superintendent of Schools SUPERVISOR:Superintendent of Schools LEVEL:SAU Leadership Team DURATION:260 Days, Salary - Exempt QUALIFICATIONS: The ideal candidate holds or is eligible for New Hampshire Education Department certification as a Superintendent. They possess a Certificate of Advanced Graduate Study (C.A.G.S.) in Educational Leadership or Curriculum, Instruction, and Assessment, with a doctorate degree preferred. A minimum of five years of successful teaching experience is required, with experience as a principal or SAU administrator considered a strong asset. Additionally, the candidate demonstrates exceptional communication and facilitation skills, effectively engaging with diverse audiences, including teachers, administrators, students, parents, community members, and school board members. LEADERSHIP AND ADMINISTRATION: Supervises the effective and efficient implementation of the educational and instructional programs in compliance with local, state, and federal regulations and the provisions of the district's collective bargaining agreements. Responsible for the development of annual goals and action planning for the teaching and learning program. Assists in the creation of all reports, records, and other paperwork as required by the the State Department of Education, and the Federal Government, and/or paperwork that may be appropriate to the district's administration. Keeps the Superintendent informed and works cooperatively with all other administrators in school and district-related matters. Leads appropriate professional meetings. Establishes and maintains efficient administrative procedures to support the teaching and learning functions of the district Performs other duties and assumes such other responsibilities as may be assigned by the Superintendent CURRICULUM AND INSTRUCTION: Responsible for the implementation of curriculum aligned with state frameworks, student and teacher performance objectives, curriculum standards and proficiencies in all subject areas. Directs the development, evaluation, and revision of curriculum and instruction and assumes responsibility for the implementation of approved programs. Coordinates and articulates curriculum among and between the grades. Responsible for the formulation, planning, and implementation of the professional development program for professional staff (teachers and administrators). Works with administrators in the evaluation of instructional materials, including textbooks, digital resources, library/media acquisitions, and other instructional materials. Provides leadership in developing plans for instructional research; pilot studies for curriculum, instruction, and technology; and new courses of study. Responsible for assessing results of programs and addressing areas in need of improvement. Seeks and applies for appropriate competitive grants. Responsible for the formulation, planning, and implementation of Federal grants. Responsible for developing and directing the orientation and induction program for new staff members, including assigning mentors. Promotes effective communication and cooperation among administrators. BUDGET AND FINANCES Assists in the development of budgets including staffing needs, instructional materials and resources, and provision for the activities of the district. Develops, monitors, and maintains Federal and competitive grant budgets. SCHOOL-COMMUNITY RELATIONS: Promotes and assists in the coordination of effective communication. Promotes effective communication among all members of the school community. Develops and maintains good relations with the school community. \ Serves on district committees, participates in district activities, and represents the district as warranted, or as directed by the Superintendent. PROFESSIONAL GROWTH: Sets goals for self-improvement; carries out individual improvement plan developed with the Superintendent. Maintains a high level of competence in the field of education, remaining current in issues related to areas of responsibility. Maintains a high level of personal integrity and a strong work ethic. SUMMARY The ideal leader prioritizes keeping students at the center of all decisions, ensuring their needs and success guide every action. With a strong track record of innovations and accomplishments in previous leadership roles, they bring proven expertise to the position. Community-minded and highly visible within schools and neighborhoods, they maintain an open and transparent approach to leadership. This individual is well-organized, capable of managing multiple priorities simultaneously, and possesses outstanding writing and oral communication skills. Their leadership style is team-oriented, supported by strong management abilities, and they demonstrate fiscal acumen through effective budget development, reporting, and analysis.