Overview:

POSITION TITLE (Oracle title)

SENIOR DIRECTOR

WORKING TITLE

Executive Leadership Coach

SCHOOL/DEPARTMENT

Office of the Chief of Schools

LOCATION

Crossroads I, Cary, NC

PAY GRADE

SENIOR Director-Band 1

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

No

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is not available for a Hybrid Telework workweek 

POSITION PURPOSE:

Serves as a leader, focusing on working directly with elementary or secondary school principals who need to transform designated low performing and/or Restart schools by providing intensive academic support, school culture support and systems support within broader networks. Oversees and facilitates principal coaching in individual and small group settings to impact continuous improvement for school leaders. Provides support to school leaders for continuous improvement strategies that align with the strategic plan.

MINIMUM QUALIFICATIONS:  

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

Extensive knowledge of the principles and practices of public school administration, including Federal and State public school laws and the policies and regulations of the Wake County Board of Education;

Extensive knowledge of data analysis and statistical control techniques useful in assessing and improving program quality and effectiveness;

Comprehensive knowledge of school operations, including site-based budgeting;

Comprehensive knowledge of Microsoft Office, specifically Microsoft Word, Excel, PowerPoint; Google Apps;

Knowledge of research and current trends in public school education;

Deep understanding of elementary or secondary school teaching and learning with experience leading at the elementary or secondary school level;

Exceptional conceptual, analytical, organization, and management skills;

Belief that transformational change within a low performing school setting is possible and an urgent desire to see such change occur;

Ability to recognize, and is sensitive to, the multicultural needs of schools, staff, and community, and motivated to ensure equitable outcomes for all students;

Ability to communicate clearly and concisely in both oral and written forms using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts and feedback;

Ability to establish and maintain effective interpersonal and working relationships with school system staff, students, parents, external agencies, and the public.

EDUCATION, TRAINING, AND EXPERIENCE

Master’s degree in educational administration, supervision, or curriculum development, AND

Five years of successful experience as a principal; AND

Demonstrated success working with high needs populations; AND

Demonstrated success in planning for and implementing systems that establish, track and evaluate achievement of desired outcomes, including experience with quantitative and qualitative date use; AND

Commitment to educational excellence and continuous improvement demonstrated through the development and implementation of successful elementary or secondary instructional programs or exercised in the selection, training and evaluation of staff.

CERTIFICATION AND LICENSE REQUIREMENTS

Hold or be eligible for North Carolina Professional Educator’s License for School Administrator-Principal;

Must hold and maintain a valid motor vehicle operator’s license according to the State of North Carolina requirements.

PREFERRED QUALIFICATIONS:

Experience coaching teachers and/or school leaders;

Experience at a high-performing school or network of schools;

Demonstrated successful coaching at low performing schools.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Builds capacity for schools identified as low performing and/or Restart by coaching elementary or secondary school principals who have high potential to transform their schools and substantially improve student academic performance. Mentors and coaches school leaders and their teams to implement best practices found in high-quality schools across the country. Provides targeted coaching on academic rigor, supervision, and observation of staff, and data driven instruction.

Collaborates with Chief of Schools and Area Superintendents to implement a coaching process/model for identified principals. Establishes short-term and long-term goals, creates action plans, supports implementation, and monitors school performance. Assists in school data collection and regularly assesses progress toward coaching goals.

Facilitates connections and leads teams of schools to engage and learn from highly successful schools, locally and nationally. Interacts with a diverse collection of schools and school models, including the district’s most successful school leaders, to identify, share, and implement best practices. Provides opportunities for entire school teams or individuals to observe highly successful schools and/or teachers, sparking a belief in what is possible.

Supports schools in the use of quarterly benchmark assessments and curricular framework. Collaborates with school principals, critically assesses teacher’s backwards plans, and delivers rigorous instruction. Ensures the synergy of curriculum, instruction, and assessment at identified schools.

Supports school leaders in implementing best practices around transformational school culture helping school principals build a culture of collaboration and rigor focused on dramatic student achievement gains. Supports school principals in building the systems, routines, and proactive strategies to create a joyful, engaging school environment.

Critically reviews how schools/school principals are using assessments to improve student learning and achievement. Supports school principals in using assessment as a means to gather individualized data on students and differentiate instruction to meet student needs.

Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school officials, school administrators, teachers, support staff, students, outside advocacy groups and other community members Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automotive equipment. 

EFFECTIVE DATE:  3/2024

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position.  This description may be revised by HR and approved at any time.