Associate Superintendent of School Leadership

SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the chief school leadership officer, the associate superintendent of school leadership ensures the effective and efficient operation and academic management of schools in accordance with School Board policy and strategic initiatives, by supervising, coaching, supporting, and evaluating principals. Supervises the senior directors and the Cross-Functional Teams, and builds the capacity of instructional leaders through coaching and providing strategic feedback on school-based leaders and school improvement efforts. Monitors school improvement processes to ensure school performance goals are aligned to system milestones and gap reduction targets, and addresses student and adult learning needs. Manages the selection and evaluation of principals, provides administrative oversight and support through modeling and encouraging dynamic, innovative, and effective local school leadership. Establishes relationships with the community and builds support for Montgomery County Public Schools (MCPS) programs. Supports the chief of school leadership to ensure appropriate and equitable educational opportunities for all students. Works collaboratively with district personnel and other executive staff members to support the system’s goals, regulations, Board policies, and procedures. As a member of the senior leadership team, the associate superintendent works with the Board of Education, community members, interest groups, and the business community to provide differentiated and targeted support for principals to be effective instructional leaders that lead to improved outcomes for all students.

CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements for Administrator I and II and completion of Observing and Analyzing Teaching I and II or completion within one year of position start date.

KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of building the capacity of school leaders to develop and deliver programming that improves academic performance for all student populations and foster a culture of engagement with staff, parents, and the community. Ability to develop principals' instructional leadership capacity through coaching and job-embedded differentiated professional development. Knowledge of school operations and the PreK-12 school curricula. Familiarity with public school laws, the bylaws of the State Boards of Education, and policies related to instructional programs, budget, and facilities. Demonstrates ability to develop and deliver instructional resources that support the curriculum and improve academic performance for all student populations. Skilled at re-envisioning, building, inspiring and managing a team, especially in a time of growth and change. Ability to use multiple sources of data and educational technologies to diagnose strengths and needs of schools and students to provide differentiated support. Exceptional conceptual, analytical, organizational, and management skills. Excellent oral and written communication and interpersonal skills. Ability to build coalitions among diverse stakeholders and work with other offices to support student learning. Knowledge of school improvement strategies and initiatives, diversity, cultural proficiency, and equity issues.

EDUCATION, TRAINING, AND EXPERIENCE: Doctorate degree preferred. Master's degree from an accredited college or university in educational administration, supervision, or course work in curriculum development required. Minimum of seven years of relevant experience with demonstrated experiences in improving student learning for all students and leadership as a school principal. Demonstrated systemwide leadership experience and commitment to developing effective local school leadership. Experience as a school level administrator. Demonstrated success in implementation of the Professional Growth System and coaching and supporting principals in goal setting and planning and development of action plans that will assist school leaders in meeting instructional leadership objectives and schools to meet performance goals. Proven ability to develop and deliver programming that drives improved academic performance for all student populations. Experience with leading vertical articulation to prepare students to successfully transition to the next school level and strengthen the effectiveness of feeder patterns. Demonstrated success in observing, analyzing, and evaluating staff performance. Experience in project management to support the planning, development, and implementation of systems to track, monitor, and evaluate the diverse functions and programs of the office. Demonstrates cultural competency and a deep understanding of complex issues facing a large, diverse school district. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.