Transformation Program Director (BASAS 9) (SY26-27)

Boston Public Schools•Boston, MA

About The Position

Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 57,000 students from over 114 different countries, nearly 9,000 employees (including 4,800 teachers) and an annual budget of $1.1 billion, BPS is the largest school district in Massachusetts and one of the most diverse as well. Boston Public Schools seeks an Transformation Program Director that ensures all educators have access to the knowledge, skills, and resources that they need to provide every student at the King Elementary School with a high-quality, culturally and linguistically sustaining, and well-rounded education that prepares them to actively and responsibly read, write, reason, communicate, create, and compute effectively within a global society. POSITION OVERVIEW: As a member of the leadership team, the Transformation Program Director reports to the Head of School. The Instructional Program Director is responsible for leading instruction, providing professional learning, curricular guidance, support, training, coaching and evaluating across all disciplines, collaborating to advance the vision and desired outcomes of students and educators at King Elementary. The position will have a particular emphasis on leading professional learning, coaching and evaluating educators to ensure students have access to meaningful instruction.

Requirements

Master's Degree in Education
3 to 5 years teaching (Boston or demographics similar to Boston preferred)
Massachusetts Supervisor License or Principal/Assistant Principal
Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and families.
Knowledge of literacy and equitable teaching practices across Tier 1, 2 and 3 instruction, that provide access, support the development of student agency
Ability to work under tight deadlines achieving goals successfully as required.
Growth mindset and high degree of cultural competence.
Outstanding presentation and facilitation skills; analytical skills as well as oral and written communication and interpersonal skills.
Ability to retrieve and analyze large quantities of data from multiple resources, review and integrate data analysis, and create reports for various audiences.
Excellent technology skills (e.g., Google Classroom, Excel)
Detailed oriented, effective organizational skills, and ability to coordinate and prioritize multiple projects simultaneously.
Ability to work effectively and efficiently individually and in a team oriented, fast paced environment both within the department and across departments.
Current authorization to work in the United States.
An understanding of and commitment to gain greater understanding of what is necessary for an urban school system to enjoy continuous improvement in an increasingly complex and competitive environment.
A deeply held and unyielding belief in the capacity of all students and the overarching mission of public education.

Nice To Haves

Massachusetts Teaching License
Special education license, experience and/or expertise.
Prior experience in instructional leadership, coaching and evaluating educators
Familiarity with Boston and Boston Public Schools
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.

Responsibilities

Provides Instructional Leadership Across Contents
Support teachers in the effective implementation of research-based instructional practices using standards-aligned instructional materials across all disciplines and instructional tiers to improve student outcomes in a full inclusion setting
Coach and provide actionable feedback to educators to support the improvement of core instruction and the implementation of HQIM for instructional programs, informing professional learning
Design and provide professional development for teachers, teacher leaders, and administrators to support the use of tools and resources identified to strengthen teaching and learning
Identify professional development tools and resources that support the consistent implementation of aligned curriculum materials, research-based instructional practices, and formative assessments
Lead planning of and ensure implementation of data informed Tier 2 and 3 interventions
Lead Instructional Leadership Team; create and facilitate data-informed agendas aligned to district instructional priorities and desired outcomes outlined in an annual quality school plan
Ensure standards-aligned, high quality daily learning experiences for all students
Develop processes and practices for progress monitoring implementation of instruction, formative and summative assessments, instructional tools and resources and any accompanying professional development
Implement, and communicate supports that enable the supervision and evaluation of instruction to ensure continuity in grades K-8
Create, curate, or identify curricular resources and tools to support full alignment to the curriculum for instructional programs and monitor the use of these resources and tools
Analyze, manage, communicate and respond to school-based and student performance data, both formative and summative, i.e. MCAS, MAP, ACCESS, course aligned, and provide teachers and administrators with next steps to strengthen teaching and learning; lead administration of assessment
Evaluate teachers’ effectiveness in implementing strong tier 1 instruction in an inclusive setting.