Job Description:

The Director of Gifted Programs and Advanced Academics administers programs and coordinates services for Talented and Gifted (TAG) students, including the Young Scholars Program, International Baccalaureate (IB) Programme, Advanced Placement (AP), Dual Enrollment (DE), and the Honors Programs grades 6-12. The Director provides both leadership and support in instructional and pupil services as they affect these areas, specifically in academic disparities and disproportionately amongst black and brown students and their white student counterparts in ACPS. The Director of Gifted Programs and Advanced Academics also leads the College and Career team and supervises an instructional specialist.

This job reports to the Executive Director of Instructional Support.

Qualifications:

Education: Master's degree required, Doctorate preferred.

Certificates & Licenses: Valid Virginia Department of Education license required, including gifted education endorsement or the ability to obtain one.

Experience: Job-related within a specialized field with increasing levels of responsibility is required.

Essential Functions:


(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)

• Implements procedures and processes to identify gifted and talented students at all grade levels division-wide using various assessments.
• Evaluates the effectiveness of instructional methods and recommends revisions as needed.
• Provides regular, school-based instructional support to ensure alignment of written and taught curriculum.
• Acts as liaison with appropriate groups including the Talented and Gifted Advisory Committee (TAGAC) of the ACPS School Board, and agencies for fostering communication, understanding, and maintaining a public awareness of school division services to TAG students, AP, DE, IB, and honors while dismantling systemic racism within these academic areas.
• Coordinates meetings with other content specialists, teachers, administrators, and other central office personnel to disseminate information regarding current developments and teaching practices in the field that affords equity and diversity within gifted and advanced academics.
• Conducts research on trends and best practices in various K-12 educational programs, such as IB, AP, DE, and TAG and educational equity.
• Assists teachers in the improvement of instructional delivery and performance.
• Provides input on the expansion or elimination of courses and programs as necessary.
• Facilitates the development, revision, and monitoring of the division's Local TAG plan per state regulations. The Local Plan must include the following:
  o statement of philosophy for gifted education and local gifted education definition
  o division's program goals and objectives
  o procedures for early and ongoing screening, referral, identification, and placement of students
  o notification to parents or legal guardians
  o assurances that student records are maintained in compliance with laws and regulations
  o assurances that selected and administered testing and assessments meet standards and supports diversity
  o assurances that student DEPs are incorporated into gifted education services as needed
  o providing copies of the plan to the public
  o ensuring continuously and sequentially service for students K to 12 including differentiated curriculum and programs of advanced studies
  o professional development for educators serving TAG students
  o the annual review of the plan's effectiveness
• Administers or assists with the administration of special TAG programs for screening, referral, identification, and placement of TAG students in cooperation with the school, student services, and administrative personnel to ensure equitable practices and policies.
• Arranges professional learning for TAG, AP, DE, Young Scholars, and IB teachers.
• Arranges learning opportunities for other audiences to provide information on the identification of TAG students, details strategies for meeting the unique academic, social, and emotional needs of TAG students including the unique challenges, experiences, and the needs of TAG students of color.
• Designs, supervise, and assist others in placement procedures and initial and ongoing assessment of TAG students' progress in academic growth in cooperation with school and administrative personnel.
• Develops and administers budgets for various TAG program segments and reviews and approves all expenditures.
• Evaluates staff to adhere to the school division's TAG plan, policies, and procedures.
• Assists principals in the hiring of TAG teachers upon request.
• Maintains data with assistance from ACPS Accountability Department on TAG students' enrollment and distribution of students within the school division in adherence to ACPS policies, including disproportionality and underrepresented student groups and other selected information on TAG students.
• Provides leadership in curriculum development to maintain program standards for TAG, K-12, including advanced content, original research or production, problem finding and solving, and higher-level thinking that leads to the generation of products, focus on issues, themes, and ideas within and across areas of study.
• Provides information to TAG students' parents regarding the school division and supports efforts to involve parents in their children's education.
• Administers the Governor's School application process.
• Represents TAG students in division-wide planning and policy-making (such as admissions policy, strategic planning, evaluation policy, report card revision, staff development, and minority achievement).
• Responds to local and state agencies to provide information regarding TAG students and school division services provided for them.
• Reviews legislation, regulations, and policies at the state and division level to assess the impact on the TAG student population and recommend reaction, appropriate procedures for implementation, and incorporates state and division policies and recommendations for dismantling systemic racism and academic disproportionality.
• Develops and implements new models of identification and support to address the disproportionality of underrepresented populations.
• Provides regular communication to internal and external stakeholders through the TAG website, newsletters, and division-wide communication outlets.
• Performs other duties as may be assigned by the Executive Director of Instructional Support.

Clearances:

• Criminal Justice Fingerprint/Background Clearance.
• Tuberculosis Skin Test.
  

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