Executive Director Equity and Access

The Executive Director for Equity and Access provides leadership and advocates for equity for all students, in particular addressing the needs of English Learners; integrates and executes the policies and expectations of the State Board of Education; directs, oversees and administers programs, operations and staff; provides leadership and support to school districts, and other educational organizations throughout Illinois; provides leadership in cross functional division work (e.g., ESSA); monitors and develops center budget; provides leadership and guidance in all activities involving English Learners, immigrant and migrant students, and underserved students in low wealth school communities.  This position provides leadership and resources to achieve equity and access for all students across all Illinois districts through engaging legislators, school administrators, teachers, students, parents, and other stakeholders in formulating and advocating for policies that enhance education, empower districts, and ensure equitable outcomes for all students.

Duties and Responsibilities

  • Establishes and develops new division for leading with equity and access for all underserved students with specific attention to the integration of Title III and Title I services and accountability for English Learners. 
  • Determines measures of success of our equity and access work, monitors regularly and initiates interventions and support linked to findings in areas such as, but not limited to:
    • Culturally and Linguistically Affirming Curriculum
    • Explicit pedagogy for addressing language acquisition
    • Professional Learning/Development
    • Relevant research
    • Civil Rights Obligations
    • Grant Management
    • Implicit racial/cultural  bias and macroaggressions
  • Develops capacity for Division of English Language Learners and ISBE staff to recognize that all students bring strengths and assets to school.
  • Provides leadership in the development and implementation of policies and initiatives for English Learners, migrant and immigrant children, and underserved students.
  • Is conversant with the research base and uses it to promote practices that value cultural and linguistic diversity for all students with effective professional learning approaches in content topics listed above.
  • Develops ISBE’s grant monitoring capability to prioritize student outcomes and target District assistance where it is needed most, which will also require the development of staff’s ability to provide insightful and comprehensive support and advice to districts where needed.
  • Engages internal and external partners to support districts in their efforts as they engage in addressing equity and access in learning and leverages the integration of grant processes in Titles I, II and III to support cultural and linguistic diversity, academic achievement and well-being.
  • Works cooperatively and collectively with districts, Regional Offices of Education, school leaders and teachers to ensure that instructional programs and effective delivery are informed by data with a continuous feedback loop for growth.
  • Designs, plans and implements learning opportunities such as workshops, forums, and listening sessions for students and families in collaboration with schools and districts and for state wide application.
  • Performs other duties as assigned.



  • Master’s Degree in Education; graduate work in second language acquisition research, theory and practices required.  (COPY OF TRANSCRIPTS REQUIRED AT TIME OF APPLICATION)
  • A minimum of five years of experience leading and managing effective program implementation for underserved students and designing and implementing professional learning, in or related to a preK-12 education system.
  • Experience managing staff and developing teams for high performance with a collaborative leadership approach.
  • Teaching experience with English language learners (ELLs).
  • Commitment to biliteracy/multiliteracy goals for all students.
  • Commitment to change process with continuous improvement.
  • Extensive experience with federal and state grant management.



  • ESL licensure or bilingual certification.
  • Familiarity with the WIDA ELP Assessment system, which includes ELP standards, assessments and professional learning.

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