Executive Director - Office of Social Emotional Learning

Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 370,000 students in 600+ schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career and civic life. In order to fulfill this mission we make three commitments to our students, their families and all Chicagoans: academic progress, financial stability and integrity. Five core principles are embedded within these commitments - high quality, rigorous instruction, talented and empowered educators, safety and support, financial stability and collective impact.

Reporting to the Chief Officer of the Office of College & Career Success, the Executive Director, Office of Social Emotional Learning (OSEL) will lead the strategic direction and staff toward a vision of ensuring all students are supported and engaged in their schools and develop lifelong culturally-affirming social & emotional competencies. The Executive Director will oversee all human and financial resources necessary to implement and continuously improve the department's strategic plan.

Key strategic priorities include:

• Developing supportive school climates with high levels of relational trust
  
  
• Building capacity of school staff to promote students' social & emotional skills development in culturally-affirming ways through explicit SEL curricula and integrated SEL/academic instruction
  
  
• Fostering staff mindsets and capacity to respond to student behaviors compassionately, equitably, and restoratively
  
  

The OSEL Executive Director will be held accountable for the following responsibilities:

• Lead the development and continuous improvement of the OSEL strategic plan in alignment with district vision and Chief Education Office priorities, as well as cutting-edge expertise/best practices from the SEL field at large
  
  
• Direct, progress monitor, and continuously improve the implementation of district-offered and school-based social & emotional supports, including:
  
  
• Supportive school climate development
  
  
• Evidence-based SEL curricula and instructional approaches (i.e. Second Step, PATHS, etc.)
  
  
• Systems for referring, assessing, progress monitoring SEL interventions (i.e. Behavioral Health Teams)
  
  
• Evidence-based SEL interventions (i.e. cognitive behavioral therapy, trauma-related interventions, social skills interventions, etc.)
  
  
• Restorative community-building and disciplinary practices
  
  
• Trauma-sensitive school supports
  
  
• Districtwide disciplinary processes (i.e. student adjudication review of serious behaviors and identification of appropriate response/interventions)
  
  
• Set and monitor progress toward Key Performance Indicators that align to the district's vision, including the number of schools meeting criteria under the district's Supportive Schools certification process, the implementation rates of evidence-based social & emotional interventions and the progress of students participating in interventions, suspension rates for all students and specific subgroups, 5 Essentials survey data, attendance, and other critical metrics
  
  
• Oversee ongoing support, professional learning, and performance reviews of 27 full-time Network- and Central Office-based employees, foster high levels of relational trust and build community among staff to continuously improve team effectiveness
  
  
• Effectively manage a $12M operational budget to ensure equitable and impactful allocation of social & emotional resources
  
  
• Foster partnerships with key community and philanthropic stakeholders to garner external financial and programmatic supports for OSEL goals
  
  
• Partner with Academic and Network offices across the district to align SEL goals to district and Network priorities, and create cohesion in school improvement efforts
  
  
• Support schools, Networks, and Central Office staff in problem solving and identifying appropriate resources to support social, emotional, or behavioral issues that arise
  
  
• Oversee the review and refinement of district policies related to social and emotional learning, including the Student Code of Conduct
  
  
• Seek continuous improvement of own professional knowledge bases and practice. Be engaged daily in self-reflective practices and seek continuous feedback from peers, colleagues and supervisor(s) to identify and execute opportunities to improve upon accountabilities.
  
  
• Performs other duties as assigned
  
  

In order to be successful and achieve the above responsibilities, the OSEL Executive Director must possess the following qualifications:

Type of Education Required :

• Bachelor's degree from an accredited college or university. Masters Degree in Education, Social Work or a related field.
  
  

Type of Experience and Number of Years :

• Minimum of 5 years of leadership experience in education or social services (large urban setting preferred)
  
  
• Extensive experience directing complex projects or programs with multiple teams, while meeting regular deliverables and engaging in continuous improvement
  
  
• Evidenced success in leading culturally and educationally-diverse teams
  
  
• Experience coaching, leading professional development, and supporting the implementation of SEL strategies in schools
  
  
• Experience working with or on behalf of adolescents and youth in an urban setting with a focus on social & emotional learning, restorative disciplinary practices, behavioral health, or related fields
  
  

Knowledge, Skills, and Abilities :

• Deep knowledge of effective SEL strategies in CPS and nationally, and a foundational belief in the OSEL vision and mission
  
  
• Deep knowledge of effective implementation and continuous improvement processes
  
  
• Demonstrated ability to build relational trust among groups, coach and lead others, and develop respect among peers
  
  
• Ability to collect, analyze and present data to drive innovation and improvement required
  
  
• Demonstrated ability to lead and motivate others to achieve desired outcomes
  
  
• Highly effective communicator and ability to develop supportive consultative relationships with a wide range of district, Network and school leaders, classroom teachers, and other stakeholders
  
  
• Deep knowledge of best practices in Multi-Tiered Systems of Support to meet students' social and emotional needs
  
  
• Cultural competency and ability to navigate and promote sensitivity with issues of race and equity
  
  
• Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
  
  
• Strong analytical, time management, organizational and interpersonal skills
  
  
• Passion and urgency for social emotional learning as a key lever to improving the educational experiences and lives of students and families in Chicago
  
  

Residency Requirement :

As a condition of employment with the Chicago Public Schools (CPS), employees are required to live within the geographic boundaries of the City of Chicago within six months of his or her CPS hire date and maintain residency throughout their employment with the district.