Montana Office of Public Instruction-posted 2 months ago
Full-time • Director
Billings, MT
5,001-10,000 employees
Executive, Legislative, and Other General Government Support

The Director of Professional Learning is a visionary leader with exceptional communication and problem-solving skills. With a proven track record in designing, facilitating, coordinating, and promoting high-quality professional learning programs, this individual enhances the district's efforts to close opportunity gaps for students. They excel in building capacity and fostering a learning environment that promotes continuous growth and development of staff. This leader implements innovative practices that attract and support talented staff, cultivating a culture of growth and excellence. The role involves orchestrating and monitoring professional learning and mentorship initiatives (PIR Trade, OPI renewal, and Step-Up) across the district, integrating online, blended, and in-person experiences to meet the staff’s diverse learning needs. Focused on data-informed decision-making, the Director of Professional Learning will collaborate with district administration and the PIR Committee (PDAC) to conduct comprehensive needs assessments on professional learning needs of employees. They leverage student, instructional, and non-instructional data to inform and refine practices and structures. Self-motivated and dedicated, they exhibit impeccable judgment, integrity, curiosity, and professionalism. They thrive in environments with ambiguity, confidently setting direction with support, yet without the need for constant supervision.

  • Develop and implement a comprehensive professional development plan aligned with the district's graduate profile and strategic goals.
  • Ensure the plan addresses safety, well-being, and mental health for students and staff, integrating these priorities into professional learning.
  • Ensure the plan provides time, resources, and materials to support employees in achieving professional learning goals.
  • Evaluate the impact of professional development on teaching practices and student outcomes, using findings to guide future initiatives.
  • Establish processes for dynamic feedback and performance metrics from offerings and events to ensure continuous improvement.
  • Design and deliver professional learning opportunities for educators, school leaders, and support staff, focusing on research-based practices and effective teaching strategies.
  • Emphasize ongoing, job-embedded learning that includes opportunities for reflection, feedback, and collaboration.
  • Engage district leadership and the advisory committees to evaluate and recommend the professional development plan for the subsequent school year, ensuring teacher involvement and alignment with strategic goals.
  • Coordinate with the superintendent and the local board of trustees to adopt and implement the professional development plan as part of the district integrated strategic action plan.
  • Maintain documentation on program compliance with state and federal regulations and serve as the liaison with the various district offices that coordinate PIR Trade, OPI renewal, and Step-Up.
  • Ensure teachers and specialists annually complete professional development requirements, including a minimum of three pupil instruction-related (PIR) Trade days dedicated exclusively to professional development.
  • Supervise the development and maintenance of online professional learning resources, including the learning management and delivery systems.
  • Demonstrate skill in coaching staff and peers, providing technical assistance concerning questions and concerns about processes and records.
  • Foster relationships with local, state, and national education leaders to enhance professional learning initiatives.
  • Build and manage mentorship opportunities to support professional development efforts for future leaders.
  • Perform other functions as assigned by the superintendent and/or direct supervisor to support the overall mission and goals of the district.
  • Minimum master’s degree in education from an accredited four-year college or university (Education Administration focus is preferred).
  • Minimum of five (5) years of successful teaching experience that includes demonstrated experience as a teacher leader.
  • Minimum of three (3) years of instructional coaching experience, with an emphasis on coaching staff through career transitions and meeting stretch goals.
  • Minimum of three (3) years’ experience designing and facilitating professional learning sessions and evaluation of professional groups that respond to evolving staff needs.
  • Full Benefits
  • Fully Paid Health Insurance
  • TRS Retirement
  • Vacation/Sick Days
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