Boston Public Schools seeks an Academic Superintendent of Elementary Learning Networks.

Reports to: Associate Superintendent of Elementary Schools

Overview:
Boston Public Schools serves 56,000 children in 125 schools. We fundamentally believe that schools are the unit of change where our school leadership teams and educators create rigorous, supportive, and safe environments for every child to reach their full potential. Our work as a district is to ensure this is possible at every one of our schools.

Position overview
The Academic Superintendent of an Elementary Transformation Learning Network (ASET) directly supervises and coaches a cohort of 6-8 of Boston's highest need elementary schools through the work of turnaround and transformation. The ASET's work is in schools with school leaders and leadership teams designing school-based plans, building capacity, diagnosing next steps, and empowering adults to deliver for students. The ASET develops and advances BPS's strategy for transforming schools by coaching and leading the work in schools.

The ASET ensures that they are the expert on exactly what their schools need and then work within the Office of School Support to ensure an ambitious and achievable growth trajectory for the schools. To achieve that trajectory, in coordination with the Associate Superintendent of Elementary Schools and the Executive Director of Turnaround Supports, the ASET identifies and coordinates system-level supports, including instructional specialists, data analysts, and other support specialists to deploy to support the work in schools.

Duties and responsibilities:

Leadership:

• Set goals and expectations for transformation network school leaders' performance, growth, and development
• Set expectations for school growth and improvement, and guide schools through QSP and school planning at each school

Support:

• Coach schools in diagnosing needs, designing, and implementing annual Quality School Plan (QSP), including staffing, budget, and operational plan
• Ensure that staffing, student-grouping plans, scheduling, and organizational structures are appropriate to meet desired student outcomes
• Ensure innovative and effective instructional practices to improve student achievement for all subgroups
• Demonstrate and support effective human capital management through co-observations, debriefs, and building leadership team capacity to build their own team's capacity
• Conduct needs assessment and intensive coaching to support school plan (QSP) and improvement strategy
• Conduct weekly school visits for direct coaching, feedback, observations, and implementation of professional development for school leader and leadership team
• Identify, develop, and implement principal professional development plan including direct coaching
• Build instructional leadership capacity of principals and school leadership teams with particular focus on instruction supervision, intervention, and data driven decision-making
• Directly support coordination of central office supports, approving any coaching or intervention plans by any departments
• Deploy support team members effectively across school needs to enable schools to grow and develop
• Support school leaders in engaging with BPS families and community members
• Engage with multiple stakeholders in support of district-wide and school initiatives

Accountability:

• Hold schools accountable for school performance and student outcomes
• Hold school leaders accountable for fidelity of QSP implementation
• Ensure school leader effectiveness in meeting standards, goals, and implementing plan
• Hold school leaders accountable for supervision and evaluation of staff
• Provide clear, timely, and actionable feedback and evaluation data to school leader
• Ensure that all schools in portfolio have professional development plans, coaching and feedback systems, and accountability systems
• Ensure that prioritized teachers at schools access Essentials-aligned professional learning, feedback and coaching
• Ensure that each school has 80% of teachers competent in an Essential each year, as measured by CLASS and CRIOP tools
• Be ultimately responsible for the transformation and growth of the cohort of schools.

Skills and competencies:

• Knowledge of rigorous, standards-based instruction looks for all students and how to lead school leaders and teachers to design schools that make that possible.
• Experience with urban schools that demonstrates a track record of successfully leading transformational change for students.
• Ability to interpret and make meaning of qualitative and quantitative data.
• Ability to know what progress on student looks like, and ability to diagnose and prescribe what to do when progress is not present.
• Belief in the ability of adults and students to improve.
• Ability to hold school leaders accountable for delivering results for students.
• Ability to manage time and competing priorities effectively to prioritize personal work and work across schools and learning networks.
• Ability to navigate systems, build positive relationships with ease, and inspire school teams to build a vision and deliver on it.
• Have experience and believe in engaging stakeholders in schools, ready to support school leaders and teams in building their school communities to support this work.
• Lead by example and represent schools, self, and Boston Public Schools.

Qualifications-Required:

• Master's degree from an accredited college or university with coursework in educational administration, education, and curriculum development
• Considerable experience as a principal that includes a demonstrated track record of rapid student growth in a diverse, urban setting
• Track record of holding educators or teams of educators accountable for results
• Expertise and deep knowledge in urban school leadership, school improvement strategies, and district improvement strategies
• Record of success in managing people and teams, coaching leaders to improve and excel, and building a positive and collaborative adult culture.
• Ability to constantly evaluate the needs of schools and provide leadership and recommendations of ways to best modify existing systems to meet changing needs of a growing organization
• Valid certification for Superintendent/Assistant Superintendent or eligible to obtain one within first year of employment
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

Qualifications-Preferred:

• Experience as a supervisor of school leaders strongly preferred
• Experience as a leader in a Central Office

Terms: Managerial, Tier E, 12 months. This position is subject to the City of Boston residency requirement.

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work