Executive Director, Educator Growth and Development

Description

• We support a healthy work/life balance by offering flexible/alternative work schedules and mobile and telework options. (Depending on job duties and work location.)
• We have an Infant at Work Program that is based on long-term values of newborns and infant-parent bonding. Eligible employees who are new parents or legal guardians can bring their infant (six weeks to six months) when returning to work. (Depending on job duties and work location.)
• We value and are actively involved in promoting diversity, equity and inclusion within OSPI by way of cross-divisional, collaborative committee. The focus of the committee includes employee engagement and education; reinforcing OSPI values; and maximizing the value of diversity and identifying strategies for inclusion.

• Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ , and highly mobile student populations.
• Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

Key Responsibilities

Policy:

• Oversee staffing of the TPEP Steering Committee, including setting meeting and retreat dates and developing agendas, and taking next steps to realize Steering Committee goals, including implementing rule changes and developing guidance for districts.
• Draft rules and implement rule-making procedures.
• Develop the research agenda for TPEP; oversee research agenda for BEST.
• Analyze bills, testify on issues affecting TPEP and BEST, and develop presentations for legislators, the Professional Educator Standards Board, and other state entities.
• Advise Assistant Superintendent for Educator Growth and Development on policy issues concerning educator induction, growth, and evaluation.
• Update and administer the annual School Employee Evaluation Survey (SEES) and report on the results.

Program:

• Ensure EED professional learning supports the growth of educators’ cultural responsiveness and skills in closing opportunity gaps.
• Manage the professional learning system required to implement TPEP, including:
  • Coordinating the work of the framework authors, framework leads, and framework specialists
  • Responding to needs of schools, districts and other stakeholders and legislative directives about professional learning for TPEP
  • Collaborating with the ESD TPEP Champion and ESD TPEP Leads to ensure TPEP professional learning and consultation are available statewide.
  • Collaborating with partner organizations to develop professional learning and system supports.
  • Ensure the maintenance of a statewide database of evaluator training attendance.
• Promote EED programming that increases the diversity of the educator workforce.
• Collaborate within the EGAD division and with other agency divisions to ensure equitable outcomes for students and for educators.
• Develop, promote, and maintain tools for educators to best implement TPEP, including:
  • Standards for high-quality implementation of TPEP
  • eVAL electronic evaluation system management tool
  • Student Perception Survey tool
  • Framework rater calibration tools

Budget:

• Oversee budgets for EED (BEST and TPEP); develop TPEP budget
• Oversee and approve grant requirements and packages for TPEP and BEST
• Oversee principles for allocation decisions for TPEP and BEST grants to districts and ESDs; develop principles for TPEP allocations
• Oversee contracts for program implementation for TPEP and BEST; develop contract scopes and RFQs for TPEP
• Oversee office expenditures

Communications:

• Develop official TPEP communications (bulletins, gov delivery messages, guidance); approve BEST communications
• Respond to superintendent requests
• Respond to questions from stakeholders
• Respond to public records requests

Personnel:

• Plan for the overall staffing needs of the EED
• Oversee the recruitment, hiring, induction, supervision, and ongoing development of EED staff (administrative, contracts/grants, and program)

Divisional Leadership, management, leadership and evaluation of staff in the Educator Growth & Development Division:

• Oversee implementation of legislation.
• Managing and directing the work of the group, providing staff with the tools and training necessary to achieve the identified goals.
• Leadership, including guidance and coaching, monitoring of progress, growing of skills and knowledge, and addressing performance that exceeds expectations or does not meet expectations, and providing ongoing feedback.
• Conducting employee annual performance reviews and expectations for assigned classified staff and program supervisors, including recommending changes in job duties and pay.
• Communicating in an effective manner to ensure team members are informed of agency mission, vision, value, and goals, as well as policy directions and impact on work.
• Supporting coordination of activities and efforts across the OSPI, as well as with other state agencies, Educational Service Districts (ESDs), and other educational partners.
• Assist with program evaluation and status/performance reporting to the agency leadership, U.S. Department of Education, and the Washington Legislature.
• Works with the Asst. Superintendent of Educator Growth & Development in providing operational oversight of Educator Effectiveness programs, grants, provisos, and contracts. May include taking an active role to fill in for various positions to carryout to duties and vision of the office.
• Oversee and manage Educator Awards program for EAGD and support and provide assistance and/or manage agency educator award programs.

Required Qualifications:

• Bachelor's degree in education, Leadership or Public Policy AND
• Five (5) or more years of Teaching and leadership experience in WA K-12 school district
• Two (2) or more years of experience supervising professionals as individuals or teams (this can be included in the five years above)
• Availability to travel in and out of state to represent TPEP in regional and national settings

• Proven commitment to equitable outcomes for students, culturally responsive practices, and a diverse educator workforce
• Experience with project management involving a significant budget, multiple work streams, high profile policy implementation, and a myriad of stakeholders
• Working knowledge of Washington’s educator evaluation law, rules and procedures
• Working knowledge of Washington statutes on collective bargaining and educator employment law
• Working knowledge of the Beginning Educator Support Team program and induction standards
• Demonstrated ability to work effectively with others at all levels of a project, including organizations, stakeholders, district leaders and teacher leaders
• Effective and responsive communication skills, both orally and in writing, with a variety of audiences
• Strong facilitation skills
• Strong analytical skills
• Flexibility, adaptability, and comfort with ambiguity
• Ability to manage competing priorities and competing client requests
• Demonstrated skills working with adult learners
• Proactive approach to managing people and resources

• Experience leading TPEP work in a school, district, or organization
• Experience as an instructional or leadership framework facilitator
• Experience mentoring/coaching educators

• A letter of interest specifically addressing the qualifications listed in this announcement;
• A current résumé, and;
• A list of three or more professional references.