Chief Academic Officer

Overall Purpose
The job of Chief Academic Officer is done for the purpose/s of managing the overall delivery of the curriculum program and services; providing information and serving as a resource to others; achieving defined objectives by planning, evaluating, developing, implementing, and maintaining services in compliance with established guidelines; and serving as an integral member of the leadership team.

Direct Supervisor  -  Superintendent of Schools

Essential Functions
 Collaborates with a wide variety of internal and external groups (department heads, auditors, community organizations, regulatory agencies, etc.) for the purpose of implementing program components, creating long and short term plans, and addressing organizational objectives.
 Compiles data from internal and external sources for the purpose of analyzing issues, ensuring compliance with policies and procedures, and/or monitoring program components.
 Conducts in-service training programs for teachers and administrators for the purpose of providing information on current trends, educational and regulatory changes, and meeting professional growth requirements.
 Develops a variety of programs (management of curriculum content, textbook adoption, school improvement plans, etc.) for the purpose of facilitating learning and ensuring compliance with established guidelines.
 Develops a wide variety of documents and presentation materials, independently and/or through delegation to other personnel (proposals, budgets, grant opportunities, procedures, etc.) for the purpose of implementing and maintaining services and/or programs.
 Facilitates meetings involving a wide range of issues (personnel and financial procedures, regulatory requirements, requests from outside agencies, interdepartmental needs, etc.) for the purpose of communicating information, developing recommendations, guiding and supporting other staff, and serving as District representative.
 Manages curriculum and instruction program, and related departments for the purpose of achieving organizational objectives while complying with established requirements.
 Participates as a member or facilitator in meetings, workshops, and seminars that frequently involve a range of issues (textbook adoption, professional growth, goals attainment, problem resolution, personnel and staffing, etc.) for the purpose of conveying and/or gathering information required to perform functions.
 Performs a variety of personnel functions (recruiting, interviewing, evaluating, supervising, etc.) for the purpose of maintaining adequate staffing, enhancing personnel productivity, and achieving objectives within budget.
 Recommends solutions to a wide variety of complex issues for the purpose of addressing the curriculum and education needs of the district.
 Researches a wide variety of topics related to curriculum and instruction (policies, best practices, trends, legislation, etc.) for the purpose of ensuring compliance with established requirements, securing general information for planning, taking action, and/or responding to requests.
 Responds to a wide variety of inquiries from internal and external sources (teachers, administrators, software vendors, state agencies, etc.) for the purpose of identifying relevant issues and recommending or implementing action plans.
 Supports a wide variety of district-level personnel and stakeholders (superintendent, Board of Education, department administrators, etc.) for the purpose of developing and implementing services and programs while achieving operational goals.

Marginal Functions
 Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies
 Skills-based Competencies
Required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: developing and administering budgets; operating standard office equipment including pertinent software applications; planning and managing multiple projects; preparing and maintaining accurate records; and training, developing and supervising staff.
 Knowledge-based Competencies
Required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: current trends and best practices within curriculum, instruction, and assessment; concepts of professional growth; education codes; federal and state grants management; pertinent codes, policies, regulations and/or laws; and accounting/bookkeeping principles.
 Ability-based Competencies
Required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a variety of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; dealing with frequent and sustained interruptions; developing and maintaining positive working relationships; facilitating communication between persons with divergent positions; implementing change; maintaining confidentiality; meeting deadlines and schedules; providing direction and leadership; and setting priorities.

Requirements
Master’s Degree, Doctorate preferred
Valid Georgia Educator Certificate in Educational Leadership
Five (5) years’ leadership experience at the school or district level

Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 60% sitting, 20% walking, and 20% standing.

Continuing Education/Training
Valid Georgia Educator Certificate in Educational Leadership

Clearances
Criminal Justice Fingerprint
Background Clearance

Fair Labor Standards Act
Exempt