Director-Progress Monitoring and Tiered Support (Secondary)

Wake County Public School System•Cary, NC

13d•Hybrid

About The Position

The Director provides leadership at the district and school levels in implementing elementary and secondary social, emotional, and behavioral programs and practices. The role generates and analyzes available data to monitor school climate, disciplinary referrals, and other measures, then uses findings to support school-based leaders and staff in improving student outcomes, school climate, student well-being, and learning across assigned regions. The Director ensures behavior needs are incorporated into core instruction and supports central services leaders in advancing positive classroom environments and social, emotional, and behavioral practices throughout the district. The Director leads teams and coordinates services across departments, including Student Support Services, Academics, and Special Education Services. The role also supports schools with behavioral and academic systems, oversees stakeholder skill development, helps implement a balanced assessment system with progress-monitoring tools, and prepares and administers assigned budgets in compliance with applicable policies. The position is based at Crossroads II in Cary, North Carolina, and offers a hybrid telework workweek.

Requirements

Master’s degree from a regionally accredited college or university.
Five years of successful K–12 teaching experience or experience in a directly related field.
Three years of successful administrative experience.
Experience designing and delivering professional development using a variety of modalities to meet identified needs.
Experience analyzing data and facilitating discussions across social, emotional, and behavioral tiers of support.
Hold or be eligible for a North Carolina Professional Educator’s License in an administrative license area of School Administrator-Principal or Curriculum Instructional Specialist.
Hold and maintain a valid motor vehicle operator’s license according to North Carolina requirements.
Comprehensive knowledge of multi-tiered systems of support (MTSS), professional learning teams (PLCs), academic and behavioral databases, research-based instructional and behavioral practices, and effective academic and behavioral interventions.
Critical thinking and problem-solving skills.
Knowledge of applicable federal, state, and local regulations, policies, and educational statutes, including budgeting and fiscal requirements.
Knowledge of Microsoft Office, specifically Word and Excel, and Google Apps.
Personnel and program management, time management, and organizational skills.
Ability to use data-based problem solving at district and school levels for decisions about instruction, curriculum, and environment.
Ability to generate, analyze, interpret, and communicate student achievement and perception data.
Ability to design and deliver professional learning for varied stakeholders.
Ability to communicate with individuals of varied cultural and educational backgrounds.
Ability to create, coach, and sustain high-functioning teams.
Ability to communicate clearly and concisely in oral and written form using varied communication techniques and tools.
Ability to establish and maintain effective working relationships with school system staff, external funding agency staff, and the community.

Nice To Haves

Demonstrated successful administrative experience at the school or central services level.
Cognitive Coaching training.

Responsibilities

Engage in analysis of district- and school-level academic and behavioral data.
Create programmatic recommendations based on data analysis.
Develop plans of support for schools based on outcome and implementation data.
Develop long- and short-range goals and objectives to improve system-wide instruction.
Oversee and coordinate skill development for School Support Teams and other stakeholders.
Provide leadership and support for implementing a balanced assessment system, including progress-monitoring tools indicated in a standard treatment protocol.
Collaborate with other divisions and participate in cross-functional teams and projects to foster organizational alignment and commitment to system-wide goals.
Provide leadership, guidance, and coordination to support schools with behavioral and academic systems and structures.
Coordinate services and programs across areas within the multi-tiered support system, Student Support Services, Academics, Special Education Services, and other departments.
Collaborate across departments to generate, interpret, and report data.
Direct a team providing direct support to improve student and school climate outcomes.
Stay current on research and policy changes affecting instruction, curriculum, and environment.
Prepare budgets and administer assigned funds in accordance with federal, state, and local policies.
Perform other related duties as assigned.