Managing Director, Alumni Strategy

Teach For America•Nashville, TN

11d•$90,000 - $118,100

About The Position

The Managing Director, Alumni Strategy will create and lead a new approach to how Teach For America (TFA) Nashville-Chattanooga works with, partners with, and supports approximately 1,100 regional alumni. The role will build the strategy with alumni and create a continuum of engagement and professional growth, from classroom teaching through school and systems leadership. It will connect the alumni community and boards, the two-year Aspiring School Leader Fellowship with Lipscomb University, and a new approach to senior alumni engagement. The work focuses alumni leadership on regional priorities, including third-grade reading and eighth-grade math in priority school clusters in Nashville, Chattanooga, and Knoxville, supporting TFA’s vision of excellent educational opportunities for all children. The Managing Director will strengthen alumni boards and community; advance the school leadership pathway in partnership with Lipscomb University; cultivate and engage alumni executives and education organization leaders; and lead an integrated, multiyear alumni strategy aligned with regional priorities and TFA’s 2030 goals. The role will define measures of impact, maintain actionable alumni data, assess engagement and program results, communicate progress to stakeholders, and use evidence to improve programming and resource decisions. The position is part of TFA Nashville-Chattanooga’s regional team and reports directly to Executive Director Stephen Santellan. It works closely with program, development, and communications colleagues, Lipscomb University, alumni leaders, and nonprofit and community partners. The position is based in Nashville, Tennessee. The role is full-time, and the listed salary range is $90,000–$118,100.

Requirements

At least 7 years of progressively responsible experience in one or more of the following: strategic planning and execution, alumni or community engagement, leadership development, educator development, partnership management, nonprofit leadership, or education systems improvement.
Demonstrated success setting and executing multiyear strategies and translating an emerging vision into clear priorities, operating plans, and measurable outcomes.
Understanding of K–12 teaching and learning, including the development needs of new, experienced, and high-performing teachers and competencies required for effective school leadership.
Experience designing, facilitating, or strengthening adult professional learning and leadership development, using feedback and evidence to improve program quality.
Ability to build trusted partnerships with senior executives, school and district leaders, university partners, and volunteer leaders, and turn shared interests into sustained action.
Familiarity with TFA’s mission, culture, and alumni experience, and ability to support alumni across identities, career stages, and professional settings.
Strong analytical and organizational skills, including setting meaningful measures, maintaining useful relationship and participation data, and using evidence to guide decisions.
Sound judgment and strong communication and facilitation skills, with the ability to lead through influence, manage shared commitments, and create structure in ambiguous work.
Commitment to educational equity and to working alongside alumni, students, families, and community partners with curiosity, respect, and shared accountability.

Nice To Haves

Teach For America alumni experience.
Experience in school or district leadership, teacher development, or coaching aspiring school leaders.
Knowledge of Tennessee’s education landscape and relationships in Nashville, Chattanooga, Knoxville, or statewide education organizations.
Experience supporting alumni or affinity boards, executive peer networks, or university partnerships for leadership development.

Responsibilities

Partner with the Regional Alumni Board, Collective Alumni Board, and Prism Alumni Board to set shared priorities and equip volunteer leaders.
Create experiences that build belonging, community, and joy; amplify alumni voices and TFA’s mission; and connect alumni with sustained opportunities to contribute.
Partner with Lipscomb University and regional colleagues to strengthen the two-year Aspiring School Leader Fellowship.
Shape professional learning, mentoring, and applied leadership experiences; assess participant growth; and connect fellows with school and district opportunities.
Cultivate relationships with alumni executives and education organization leaders, including leaders working at the state level.
Design a sequence of listening, shared planning, peer learning, and collaboration that informs regional strategy and provides value to alumni and their organizations.
Use alumni input and student, school, and community needs to connect support across career stages.
Set annual priorities, resource plans, and shared responsibilities with regional colleagues, aligning alumni partnerships with TFA’s 2030 goals and broader vision.
Maintain actionable alumni data and establish milestones and measures for sustained engagement, fellowship completion, leadership progression, and partnership results.
Assess alumni contributions to reading and math priorities, share progress with stakeholders, and use evidence to improve programming and resource decisions.
Connect with alumni board leaders, teachers, fellows, and senior executives to understand their goals and turn insights into action.
Review fellowship learning experiences, participant feedback, and evidence of leadership growth with Lipscomb University and regional program colleagues.
Coordinate professional learning, mentoring, applied practice, and connections between fellows and school and district leaders.
Review engagement and program data, refine plans with the Executive Director, and align work with teacher talent, Ignite tutoring, school leadership, and nonprofit partnerships.
Listen regularly, assess what is working, and adapt support as education conditions, the alumni community, and children’s needs change.