Job Description

Title:   DIRECTOR OF SCHOOL LEADERSHIP

Position Type: Exempt

Primary Function:

The primary function of the director of School Leadership is to coach, supervise, and evaluate school principals. Coordinates with multiple departments to support the work of school leaders and to ensure legal compliance. The director’s job is to develop the leadership capacity of school principals, build systems, provide support, and implement accountable practices to increase student achievement in all elementary and secondary schools. Knowledge of local, state, and federal elementary and secondary accountability systems is required. A minimum of 75 percent of the director’s time may be spent directly supporting, coaching, supervising, and evaluating principals. The director is also responsible for the planning and execution of monthly principal and assistant principal meetings. The director’s responsibilities include the collection, disaggregation, analysis, and dissemination of data using Power BI as well as the implementation of appropriate intervention and accountability systems.

Minimum Qualifications:

• Five years of teaching experience.
• Three years of demonstrated principal experience (multiple levels preferred).
• Possesses an active Virginia PK-12 Administration and Supervision Endorsement.
• Demonstrated successful performance management experience.
• Knowledge of statutory and regulatory requirements of state assessments.
• Knowledge of statutory and regulatory requirements of state and federal accountability.
• Doctorate preferred.
• Must possess budget planning experience.

Knowledge, Skills and Abilities:

• Thorough knowledge of evaluation principals, practices, and procedures.
• Thorough knowledge of the principles and methodology of effective teaching.
• Superior oral, written, and interpersonal communication skills to include conflict management and resolution.
• Ability to establish and maintain cooperative working relationships.
• Ability to promote and follow Virginia Department of Education guidelines and mandates as well as Division policies, building and department procedures.
• Ability to communicate, interact and work effectively and cooperatively with all people including those from diverse ethnic and educational backgrounds.
• Excellent professional learning presentation skills with knowledge of adult learning styles.
• Understands and uses adult learning theory to develop, supervise, and evaluate school leaders.
• Demonstrates a deepening understanding of why taking a teaching approach in their one-on-one work with principals matters.

Performance Responsibilities:

• Coaches and supports principals in goal setting, planning, development, implementation, and monitoring of action plans that will guide school leaders in meeting their instructional leadership objectives and for their schools to meet performance targets.
• Directs principals and assistant principals to set specific and challenging, but attainable goals for higher performance that result in improved student learning.
• Reviews teacher allocation data and co-facilitates allocation conversations to support appropriate staffing needs.
• Collaborate with personnel in Human Resources, Information Technology, Budget and Finance, Instruction, Special Education, and Student Services to ensure optimal resources are available to support schools.
• Regularly engages principals in the formal district principal evaluation process in ways that support principals’ growth as instructional leaders.
• Conducts school visits 2-3 days each week.
• Takes a leading role in the selection and hiring of principals and assistant principals.
• Maximizes their time on principals’ growth as instructional leaders.
• Support principals in the implementation of school improvement plans.
• Systematically collects multiple forms of evidence about each principal’s instructional leadership practice.
• Uses a differentiated approach to address and support each principal.
• Regularly convenes their principals and takes a teaching approach in these interactions to support principals’ grown as instructional leaders.
• Generates timely school observation reports to inform leadership and school improvement progress.
• Provides feedback on successful leadership practices, such as effective management of instructional staff, use of data, and establishment of school culture.
• Provides staff development programs consistent with program evaluation results and school instructional improvement plans.
• Oversees, coordinates, and supports a principal mentorship program (LEAD).
• Oversees and coordinates with multiple departments to plan and execute principal and assistant principal meetings. 
• Plans, leads, and coaches shared decision-making processes for principals and assistant principals.
• Assesses factors affecting student achievement and directs change for needed improvements.
• Supports the development and implementation of the district’s strategic plan priorities and areas of focus.
• Attends school-based meetings and events to provide timely and appropriate coaching to principals in order to foster a culture of engagement with staff, families, and community.
• Selectively and strategically participates in central office work processes to maximize their focus on principals’ growth as instructional leaders.
• Collaborates with the superintendent’s office and the division attorney to ensure legal compliance and required actions.
• Maintains Title II Grant to support divisional instructional goals.
• Manages the development and monitors the progress of one of the strategic plan priorities.
• Displays willingness to make decisions.
• Exhibits sound and accurate judgment.
• Supports and explains reasoning for decisions.
• Performs other duties as assigned by the division superintendent.

Working Conditions & Physical Requirements:

Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer terminal; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 25 pounds to shoulder height; to bend, stoop, climb stairs, walk and reach overhead.

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Duties are normally performed in a school/classroom environment. The noise level in the work environment is usually moderate.

Reports to:

Division Superintendent

Terms of Employment:

Twelve months a year. Salary according to School Board Pay Plan.

Evaluation:

Performance on this job will be evaluated in accordance with School Board policy and administrative regulations on evaluation of administrative personnel.

1/13/2025