Superintendent Jobs

About The Position

Requirements

• Bachelor’s degree (Master’s degree preferred) in Education, Curriculum & Instruction, Educational Leadership, or related field
• Valid Michigan teaching certificate; administrator certification (or ability to obtain) preferred
• Minimum of 3–5 years of successful teaching experience, preferably in mathematics
• Strong knowledge of: MTSS, PBIS, and SEL frameworks
• Evidence-based instructional practices, especially in mathematics
• Data analysis and assessment systems
• Experience in instructional coaching, professional development, and adult learning
• Demonstrated leadership, collaboration, and communication skills
• Ability to manage complex initiatives and lead organizational change

Nice To Haves

• Prior K–12 leadership or district-level experience
• Experience with curriculum development and evaluation systems (e.g., Danielson)
• Knowledge of GELN Math Essentials and disciplinary literacy practices
• Experience working with multiple data platforms and instructional tools
• Background supporting both intervention and advanced learners

Responsibilities

• Collaboratively lead and monitor a district-wide MTSS framework aligned with strategic goals in coordination with the K-12 Curriculum Director and principals.
• Oversee the development and implementation of Tier 1, Tier 2, and Tier 3 systems, including intervention protocols, progress monitoring, and problem-solving processes.
• Ensure alignment between MTSS, curriculum, instruction, and student services across general and special education.
• Coordinate instructional coaches, mentoring programs, and district-wide support systems for Math Instruction.
• Serve as Virtual Programming Administrator in Progress Meetings with Students and Families.
• Assist in the creation of goal setting measures for Virtual Students.
• Lead the implementation of the Galesburg-Augusta Education Virtual Handbook.
• Assist in virtual participation mentor contacts with students.
• Other duties as assigned.
• Lead district efforts to improve mathematics instruction and reduce failure rates across K–12.
• Coach, model, co-teach, and support teachers using research-based instructional strategies and district evaluation frameworks (e.g., Danielson, GELN Math Essentials).
• Conduct classroom walkthroughs and observations; provide actionable feedback to improve instruction.
• Support teacher evaluation processes in collaboration with building administrators.
• Develop and support teacher growth plans and mentor new educators in collaboration with instructional leaders.
• Facilitate professional learning that increases student engagement and achievement in mathematics.
• Seek out and support implementation of grants for STEAM work.
• Maintain STEAM support to robotics teams, Project Lead The Way (PLTW) classes and a STEAM elementary specials class.
• Create and implement STEAM alignment in the district K-12.
• Provide ongoing coaching, training, and technical assistance for administrators, teachers, and support staff in the area of Mathematics.
• Build internal capacity to sustain high-quality instruction and MTSS practices with fidelity.
• Facilitate collaboration within the district and with external partners.
• Oversee universal screening and assessment systems in academics, behavior, and social-emotional learning.
• Lead district data reviews and support schools in analyzing formative, summative, and anecdotal data.
• Use data to set benchmarks, establish goals, monitor progress, and evaluate program effectiveness.
• Report outcomes and progress to district leadership and the Board of Education.
• Ensure consistent use of data systems and intervention tracking tools.
• Serve as liaison between schools, district leadership, families, and community partners.
• Collaborate with the K-12 Curriculum Director and principals to align initiatives and supports.
• Support family engagement and communication related to MTSS and student learning.
• Support the design and delivery of academic, behavioral, and social-emotional interventions.
• Collaborate with specialists to ensure appropriate support for diverse learners, including at-risk, special education, 504, and English Learners.
• Assist in developing eligibility criteria for intervention and enrichment services.
• Work directly with targeted student groups as needed to support achievement outcomes.