Position: Director of Multi-Tiered System of Supports (MTSS)
Office of Student Services

Cambridge is a vibrant, diverse city and a central hub and driver of the nation's innovation economy. Home of the renowned educational institutions of Harvard and MIT, Cambridge is also the center of an impressive array of biotechnology, science, and information technology companies.

Educating about 8,000 students JK-12, the Cambridge Public Schools includes award-winning faculty, cutting edge technology, and innovative programs. While each of our public schools is unique, they are joined in a shared vision of rigorous, joyful, and culturally responsive learning plus personalized support for every student. Over 30% of CPS students speak a language other than English at home, and over 65 languages are spoken by our families. Among the most common are Spanish, Haitian Creole, Amharic, Arabic, Bengali, Chinese, and Portuguese. Our schools proudly embrace this diversity.

The Office of Student Services (OSS) is responsible for providing a variety of supports and services to students in Cambridge Public Schools (CPS). Our programs are dedicated to ensuring equitable access and success for students who need intervening support, those with disabilities and students who have advanced learning needs. The Office of Student Services comprises our MTSS division, special education, 504 services and the office of advanced learning.

The Role :
As the Director of Multi-Tiered System of Supports (MTSS), you will lead and oversee the development of a district-wide MTSS program that supports the whole child. You will be responsible for collaborating closely with building administrators, educators, support staff, families, and students to establish and implement a tiered framework that uses data to meet the needs of each and every student through academics, behavior, and social-emotional learning (SEL) interventions. You will provide guidance across the district to ensure that research-based MTSS strategies, interventions, and systems are in place to support student achievement.

Selected Responsibilities include:

• Lead and monitor a district-wide MTSS implementation plan aligned to the district's vision for MTSS.
• Implement and lead a District MTSS Committee that includes representation from school sites and other key stakeholders.
• Based on needs assessment, oversee the development of Tier 1, 2, and 3 intervention protocols, problem-solving processes, data-based decision-making, progress monitoring, and communication and collaboration processes among Student Support Teams.
• Identify and implement district-wide universal screening for academics, social-emotional learning, and behavior.
• Develop training programs and provide ongoing coaching for leadership teams, staff, and teachers on the MTSS framework and research-based practices for tiered intervention.
• Implement an MTSS intervention management system and partner with school sites to ensure effective data collection, data analysis, and program evaluation and efficacy.
• Partner with community organizations, government agencies, out-of-school programs, and families to ensure availability of resources for school sites.
• Evidence of experience utilizing continuous improvement and implementation science to improve student outcomes
• Lead executive vision around summer programming and supports
• Serve as district manager of summer programming around MTSS supports for students
• Provide strategic support around tired instruction priorities across the district
• Directly supervise OSS Unit A & B staff; serve as collaborator on district collective bargaining strategy team

Your Skill Set and Minimum Qualifications:

• Master's degree from an accredited college or university; MA degree in education, educational administration, counseling, social work, or related field preferred
• Current DESE Academic Administrator Certification or ability to obtain one
• Teacher certification desired but not required
• 5+ years of experience in educational administration
• Knowledge of the MTSS framework, positive behavior interventions and supports (PBIS), response to intervention (RTI), social-emotional learning (SEL), restorative practices, trauma-informed practices, and family engagement
• Ability to provide leadership and manage complex projects
• Ability to facilitate change management within individuals, teams, and organizations, including implementing professional learning for adult learners and staff development
• Exceptional interpersonal skills and strong verbal and written communication skills
• Ability to collect and analyze data to drive improvement
• Commitment to working with students from marginalized communities through an asset-based mindset and approach.

The ideal candidate should have the ability to develop and execute long term goals and objectives; make administrative decisions in accordance with applicable laws, ordinances, regulations and school system policies and procedures; organize workflow and coordinate activities; make oral presentations before large or small audiences; research data and compile narratives or reports from information gathered.

Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work.

Terms of Employment : Full-time, 12 months per year.

Salary: $104,991 - $117,612, commensurate with qualifications and experience, along with a generous benefits package.

How to Join Our Team:
Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.