School Description
Dudley Street Neighborhood Charter School operates within the Boston Public Schools as a Horace Mann “in-district” charter school.  We opened our doors in 2012, and now serve over 300 students in grades PreK-5. Founded by the Boston Plan for Excellence (BPE) and the Dudley Street Neighborhood Initiative (DSNI), we work with local partners to ensure all children in the Dudley neighborhood have access to a high-quality education.

The Dudley Street School is a BPE Teaching Academy, part of a PreK-12, neighborhood-based pathway that includes the Dearborn STEM Academy (Grades 6-12).  Modeled after teaching hospitals, teaching academies serve as training sites for aspiring teachers participating in the Boston Teacher Residency program. All staff at Dudley St. School work collaboratively to enact ambitious teaching and learning in service of student achievement.

Position Description

The Director of Curriculum and Instruction (DCI) leads the school’s efforts to build and implement a coherent instructional system to ensure that every child is consistently engaged in ambitious teaching and learning. The DCI is responsible for leading the planning, development and refinement of curricula in multiple content areas, and the implementation with fidelity of agreed-upon instructional instructional practices. This DCI works to ensure that all students meet and exceed the MA Curriculum Framework Standards. The DCI works closely with the Principal to evaluate the effectiveness and coherence of curriculum, instructional practices, student interventions, and professional development, and to make improvements as appropriate.

The work of the DCI is student-centered, and learning-centered. While much of this position’s work is directly with staff, a successful DCI will ensure that student learning, well-being and development are at the core of all discussions and decisions.

Key Competencies

• Strong leadership skills and a deep commitment to improving the quality of public education in urban communities.
• Knowledge of research-based PK-5 curriculum/curriculum development, instruction and assessment practices, especially relative to interventions with students performing below grade level, English language learners, and students with IEPs.
• Strong accountability orientation.
• Focused on students.

Responsibilities

Program Design

• Directs the design and implementation of a coherent PK-5 curriculum that it is rigorous, culturally responsive, and reflects current research/theory in instruction, in alignment with BPE principles of student learning.
• Promotes a curriculum and teaching practices that engage students in tasks that require analytical and critical thinking, problem-solving and creativity; that address each student’s needs, interests and skill levels; that encourage the student to define individual goals and accept responsibility for learning; and that provide a variety of methods for the student to demonstrate performance and achievement.
• Collaborates with the Special Populations team to identify and implement highly effective programs that address the needs of students with a range of learning strengths and needs.
• Observes classroom instruction to assess and evaluate instruction including content, materials, pedagogy, pace and standards, student performance and curricular effectiveness.
• Collects and analyzes performance data including, but not limited to, state and school-wide assessments regarding the achievement of students, work samples, and other pertinent information affecting the design and evaluation of curriculum and instructional practices.
• Directs the annual review and revision of the PK-5 curriculum and ensures alignment with the MA Curriculum Framework Standards.
• Promotes differentiated instruction and the use of a variety of strategies and materials consistent with research on learning and child growth and development.
• Identifies staffing needs and assists with the recruitment and selection of outstanding, high-capacity instructional staff. 
• Reflects upon the needs of the curriculum and students to organize and implement a system for the evaluation and selection of  instructional materials, and assessment tools that are designed to meet and extend beyond the MA Curriculum Framework Standards.

Coaching and Professional Development

• Works with the school leadership to design professional learning that increases teachers’ knowledge of effective skill development strategies and instruction.
• Plans and provides professional development for staff that is relevant and research-based and builds the capacity of administrators and teachers to transform learning experiences in order to drive ambitious student achievement goals, in collaboration with content coaches and Residency Director.
• Ensures that the school wide professional development plan is focused on how students learn, encompasses instruction and content  knowledge and skills, cultivates a professional learning community, and includes opportunities for growth.
• Plans and implements differentiated PD sessions for grade-level teams in collaboration with content coaches and Residency Director .
• Engages teachers in looking at and analyzing data to make informed decisions regarding instruction and content.

Qualifications

• Advanced degree in the education field: instruction and curriculum.
• Minimum of 10 years professional experience in urban public schools, including 5+ years as an educational leader.
• Demonstrated knowledge of research-based curriculum development, program implementation and evaluation, child development PK-5, effective instructional strategies, classroom management, and learning assessment and diagnosis.
• Experience in planning and facilitating schoolwide professional development.
• Leadership experience with staff management including, but not limited to, the hiring, evaluation, and coaching of teachers.
• Strong and tested ability to develop excellent teams and participate effectively on teams; a collaborative management style.
• Ability to prioritize, balance, and complete complex projects in the face of competing deadlines.
• Demonstrated passion for and commitment to the BPE-Dudley Street School mission and educational model. 
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
• Sense of humor!