Senior Director of Instruction and Professional Learning, Office of the First Deputy Chancellor
Position Summary: The Senior Director of Instruction and Professional Learning will oversee citywide field support to Borough/Citywide Offices (B/COs) in the areas of teaching and learning. This position will partner with senior leaders from Central divisions that are in support of teaching and learning for all student populations and with B/COs to successfully launch the Strong Schools, Strong Communities school support structure and ensure that instructional support, strategy, policy, communications and initiatives are developed and implemented in alignment with citywide goals. The Senior Director of Instruction and Professional Learning will also provide high-level project management and technical assistance to leadership and spearhead cross-divisional team work focused on strategy and implementation. Will represent the Office of the First Deputy Chancellor in leadership meetings and on cross-divisional teams.
The Senior Director of Instruction and Professional Learning will be primarily responsible for building the capacity of B/COs to support schools by providing additional instructional and technical guidance to Executive Superintendents, Borough Citywide Office Executive Directors (EDs), directors and specialists; and fostering coherence between B/COs. Performs related work.
Reports to: Senior Executive Director, Instruction and Professional Learning
Direct Reports: N/A
Key Relationships: Primary relationships include the Central division of Teaching and Learning (including all content department heads within DT&L), Division of Specialized Instruction and Student Support (DSISS), Special Education Office (SEO), Division of Multilingual Learners (DML), and the nine Borough/Citywide Offices.
Secondary relationships include the Office of Safety and Youth Development (OSYD), the Legal Implementation Unit, the Office of Community Schools (OCS) within the Office of Student Enrollment (OSE), and Research and Data Teams within the above offices.
- Develops instructional priorities that are aligned to citywide goals across the nine B/COs to build a unified and consistent vision for effective instruction and instructional support across content areas and student populations.
- Functions as a partner to Central Divisions, Executive Superintendents and B/CO EDs in the development and rollout of a strategic plans to address and support the professional learning needs of B/CO Directors and specialists.
- Partners with Central divisions, Executive Superintendents, B/CO EDs and Directors to develop a year-long professional development agenda and other initiatives that are aligned to the instructional priorities for all nine B/COs.
- Accelerates learning across B/COs by identifying best practices frequently engaging in cycles of inquiry and facilitating professional learning communities (PLCs).
- Builds the capacity of B/CO teams to leverage assessment and other data to target supports and resources for schools.
- Advises leadership; provides recommendations on how to increase system-wide capacity to support teaching and learning; participates in team, office and cross-divisional leadership meetings; provides key input for decision-making.
- Represents OFDC during high-level policy development and decision-making processes; provides supports, resources and tools to B/CO teams to be able to implement policy and protocols that are in the best interests of students and communities.
- Produces written reports and presentations on challenges, successes and scalable best practices; partners with research and data teams as needed.
- Ensures that policy implementation and communications are aligned and cohesive across Central divisions and B/COs.
- Participates in professional development to further his/her understanding of instructional practices for implementing the Common Core Learning Standards (CCLS) and effective pedagogical strategies
- Functions as a partner to DSISS and DML in the rollout of initiatives to B/COs for all special education and MLL/ELL policies, procedures and pilots
- Ensures that policy development and communications concerning special populations are aligned and cohesive across divisions/offices and B/COs
- Supports DSISS and DML in researching, analyzing and synthesizing data concerning special populations and school support as appropriate
- Addresses high-priority confidential situations and handles confidential data with the highest level of professional discretion and independent judgment
- Monitors and evaluates the effectiveness of the new school support structure in building capacity and increasing the efficacy of school operations, strategy and instruction for special populations
- Provides high-level project management guidance and technical assistance to the leadership of partner offices to ensure the successful implementation of budget, legal, operational and programmatic initiatives concerning special populations (e.g., 12-month mandates, Turning 5, data collection, FSF and UPSE, program and process evaluation, SAM revisions, class action compliance and capacity-building)
- Advises leadership providing recommendations on how to increase system-wide capacity to support special populations; participates in team, office and cross-divisional leadership meetings, providing key input for decision-making
- Cultivates strong, productive working relationships with leadership of partner offices to ensure effective, cohesive and consistent policy development and communications.
- Oversees change management efforts during the launch of the new school support structure; establishes and refines central protocols (e.g., resolution of central escalations of grievances, seat verifications, data collection) concerning special populations.
Must currently possess or will possess by date of hire, New York State certification as a school district administrator (SDA) or school district leader (SDL). Please note: We do not accept internship certificates.
For more information regarding the DOE’s supervisory certification requirements, as well as a link to the New York State Education Department’s website to apply for certification, please visit our website at https://www.schools.nyc.gov/careers/principals-and-assistant-principals/school-leader-and-supervisory-certification
- Knowledge of building service-oriented relationships and providing consultative support.
- Familiarity with administrative and support functions at the DOE.
- Knowledge of Special Education and MLL/ ELL instructional programs, their eligibility criteria, general program goals and related services and impartial hearings.
- Experience managing and collaborating with teams.
- Experience working in or with New York City public schools.
- Commitment to the success of all NYC students.
- Strong attention to detail and ability to follow through.
- Advanced knowledge of Microsoft Office products, e.g., Word, Excel, Access, Project, Visio and SharePoint.
- Project management experience with a record of accomplishment in leading significant cross-functional initiatives in diverse and complex organizational settings.
- Time management skills, especially when handling multiple high-priority projects simultaneously.
- Strong organizational, oral and written communication and editing skills.
- Fine-tuned problem-solving and analytical skills.
Please be sure application includes a resume, cover letter and your 6-digit NYCDOE file number that was issued.
Applications will be accepted through December 2, 2019 at 3pm.
NOTE: The filling of all positions is subject to budget availability and/or grant funding.
AN EQUAL OPPORTUNITY EMPLOYER
It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. For more information, please refer to the DOE Non-Discrimination Policy.