Executive Director of Curriculum, Instruction, and Assessment
Reporting directly to the Superintendent, the Executive Director of Curriculum, Instruction, and Assessment (CIA) sets the strategic vision and direction for District’s curriculum and instruction, assessment, special education, and federal programs. This person is the leader, spokesperson, and resident expert on curriculum, instruction, pedagogy, and learning. The executive director works to create authentic partnerships between the district office and schools that ensure closer alignment of district resources with school needs, to implement an instructional plan for the district that ensures effective teaching in every classroom, and to create conditions that ensure the systemic improvement of practice over time in every classroom.
- Instructional Leadership
- Develop and implement a compelling vision for the district’s instructional and curriculum services and set a compelling vision and goals for the CIA office to ensure rigorous and standards-aligned instruction and instructional supports in every classroom, for every student.
- Direct academic service areas (i.e., instructional improvement, curriculum and instruction, professional development, English Learner (EL) services, special education services, high ability learner services, etc.) and federal programs.
- Assume leadership role on the Superintendent’s Cabinet responsible for assisting with long-range strategic planning, developing system-wide budgets, plans, policies, and activities.
- Support informed decision-making by the Superintendent, cabinet, and administrative staff by monitoring and effectively interpreting the latest research, trends, and development in all areas of education.
- Deliver written and oral presentations on academic accountability to various stakeholders (i.e., Board of Education, principals, teachers, parents, and community groups).
- Apply research and best practices to inform theories of pedagogy and ensure consistent delivery of high-quality instruction aligned with state standards (i.e., classroom-to-classroom, grade-by-grade, school-by-school).
- Continuous School Improvement
- Establish direction for school improvement efforts by monitoring the progress of school performance, student achievement objectives, and academic excellence indicators to align strategies for school improvement.
- Create the conditions that enable all educators to provide rigorous, authentic, and personalized experiences for all students, particularly historically underserved populations.
- Develop, organize, and implement models of technical assistance for schools with low student achievement; and continuous improvement for schools with average-to-high student achievement.
- Collaborate with schools to develop instructional programs and to implement reform models designed to improve the achievement of all students.
- Create opportunities for teachers to reflect on their practice while engaging in the systemic improvement of practice over time in every classroom.
- Strategically manage and allocate resources (including money, people, time, etc.) aligned to students’ needs.
- Teaching and Learning
- Demonstrates belief and holds self and others accountable for reaching high academic achievement of all students.
- Comfortable addressing matters of equity, race, and bias in decision-making.
- Demonstrate the ability to develop and deliver programming that drives improved academic performance for all students.
- Understands and implements promising, innovative, and effective instructional practices and models.
- Demonstrates knowledge of federal and state regulations and compliance related to all federal programs.
- Be an expert in the field of teaching and learning, who can work independently to lead the instructional vision for Crete Public Schools.
- Has a proven record of effectively planning, organizing, and using resources and systems to provide high-quality professional learning and leadership development on teaching and learning.
- Demonstrates a leadership presence that gains the confidence of others.
- Be comfortable pushing a group’s thinking and challenging ideas to enable better decisions.
- Skillfully navigates political structures, relationships, and dynamics to improve results for students.
- Actively listens to others, understands nuance, and effectively interpret motivations/perceptions. Able to integrate feedback from others to achieve better results.
- Communicates effectively, tailoring messages for the audience, context, and mode of communication.
- Build positive relationships and coalitions. Maintain visibility and work collaboratively with diverse stakeholders at all levels (i.e., district staff, students, families, communities, advocacy groups, etc.)
- Performs other duties as assigned.
- Master Degree in Education (Doctorate Preferred), including Nebraska Administrative Certification (Superintendent Endorsement Preferred).
- Excellent written and oral communication skills required.
- Excellent critical thinking and problem-solving skills.
- Excellent interpersonal skills, ability to establish trust and rapport with students, parents, and staff.
- Inside Outside Both x
- Climatic Environment: Supervision and moving about grounds and activities will require exposure to weather conditions.
- Hazards: Those associated with crowd control, student behavior intervention.
- Mental Demands: Ability to work under pressure and to meet deadlines. Ability to work under stressful conditions in relation to the supervision of staff and dealing with parental/student concerns.
- Physical Demands: Ability to work at a desk/computer for extended periods of time (3 hours or more without a break). Ability to lift and carry 15-25 pounds occasionally.