Wayne-Westland Community School District. Assistant Superintendent of Climate, Culture and Social Emotional Supports

Transcription

1 Wayne-Westland Community School District Open Position: Assistant Superintendent of Climate, Culture and Social Emotional Supports Reports to: Superintendent Location: Marquette, Westland, MI Date: November 30, 2017 Closing Date: December 14, 2017 or Until Filled Job Summary Under the direction of the Superintendent of Schools, the Assistant Superintendent will monitor, coordinate, and supervise all school operations related to climate, culture and social emotional learning including the effective implementation of a multi-tiered system of supports, including but not limited to: positive behavior interventions and supports, restorative practices, inclusion of social emotional competencies, parent involvement, school safety, staff attendance, school climate, and community partnerships. The Assistant Superintendent of Climate and Culture provides leadership in promoting the educational objectives and values related to creating an environment conducive to learning. Responsible for the management, strategic planning, development, professional learning, evaluation, and implementation of all programs in the areas of support services including admissions, attendance, discipline, transfers, and dropouts; and security to support the campuses' mission to provide a safe and secure environment for students and staff that enables students to be successful. Minimum Qualifications/Job Requirements Education: Master Degree preferred from an accredited college or university in related field. Minimum three to five years of experience as a school and/or district level administrator which provides the required knowledge, skills and abilities for this position. Other: Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Proven ability to actively listen and communicate effectively, both verbally and in writing, including public speaking. Demonstrated ability to include staff input in decision-making. Ability to establish and maintain positive working relationships with a variety of individuals and groups within and outside of the district. Ability to facilitate and promote collaborative decision-making. Demonstrated commitment to outstanding customer service and ability to coach and inspire employees to provide outstanding service. Proven ability to organize and communicate complex data to diverse audiences. 1

2 Ability to analyze complex situations, synthesize diverse information, and facilitate effective solutions for emerging issues. Ability to function in an environment characterized by potential for high levels of stress. Demonstrated ability to anticipate issues/concerns and coordinate preventative efforts to address them. Ability to organize and appropriately prioritize leadership and management work to ensure successful operational outcomes and service. Ability to implement policy and procedures. Demonstrate knowledge and understanding of climate, culture, social emotional learning, student discipline, attendance, truancy, and dropout prevention. Exhibit a personality that demonstrates enthusiasm and the interpersonal skills to relate well with students, staff, administration, parents, and the community. Have experience working in a multicultural, low socio-economic environment. Specialized Knowledge, Licenses, etc. Experience in public school district planning of budget and staffing. Experience in development and training in restorative practices, positive behavior interventions and supports, and/or multi-tiered system of supports preferred. Previous experience in a public school setting. Experience in advising administrators on matters of discipline in accordance with PA or similar legislation. Language skills ability to read, analyze and interpret the most complex documents. Essential Duties Provide leadership, direction, and coordination for the department in achieving district strategic plan goals. Develop and implement the climate, culture, social emotional, and multi-tiered system of supports segments of the district s strategic plan. Promote the integration of social, emotional and civic learning into existing curriculum as well as civic engagement through service-learning and other practices. Support school climate assessment using valid and reliable tools that directly contribute to strategies and resources that are integrated into school improvement plans. Approve site level plans related to climate, culture, social emotional learning and the implementation of a multi-tiered system of supports. Coaching, supervision and evaluation of assigned building and central office staff including principals. Development, monitoring and regular monthly reporting of data related to measuring the effectiveness of climate, culture, social emotional learning, multi-tiered system of supports, attendance, and discipline. 2

3 Develop, implement and monitor a uniform process for onboarding and exiting use of instructional programs. Direct the work and serve on a variety of task forces including: Climate, culture and social emotional learning; school board, city council meetings, PTA Supervise the creation of positive climate and culture on school sites that are conducive to learning. Develop, implement, monitor and evaluate site based processes for reviewing climate, culture and social emotional programs. Supervise the professional learning, training, implementation, and evaluation of programs such as: restorative practices, PBIS, Leader in Me, and any other approved climate, culture or social emotional learning programs at the school sites. Supervise persons responsible for training, deployment and accountability of climate and culture coaches. Understanding of equity, diversity and courageous conversations around controversial topics like poverty, race, class, LGBTQ, and special needs. Preserve the confidentiality of data and information which has been given under conditions of trust and promise. Participate in school events, community activities and organizations that foster rapport and mutual respect between the district and the larger community. Member of the superintendent s executive cabinet level leadership team. Provide ongoing forums (e.g., principal meetings) for discussion with district and school staff to review progress, challenges and solutions, and improvements. Provide leadership relative to the content of professional learning and growth of all staff in assigned areas of responsibility including: Administrators, teachers, psychologists, social workers, counselors, paraprofessionals, support staff, climate and culture coaches, instructional coaches and others that interact with students or adults related to social emotional learning, climate and/or culture. Develop interventions and strategies that improve attendance, instructional time, and family involvement. Develop strategies to improve the customer service within school; team building on healthy school cultures and climates. Assist in coordination of district wide programs and campaigns that reflect student attendance toward improving truancy, dropout prevention, and student discipline. Review student attendance and dropout data for the purpose of monitoring progress and identifying deficiencies. Work with district administration to develop transitional programs for elementary and high school students. Work with district administration to develop alternative programs and processes to reduce in and out of school suspensions and increase student time in class. Monitor and assess data to ensure implementation of policies and procedures, interventions and strategies are effective for all schools. In conjunction with the legal advice, supervise the representation of the district in all student truancy cases. 3

4 Recommend policies and procedures that promote a healthy and supportive school environment. Collaborate with principals or school attendance designee to develop interventions and strategies needed to improve student daily attendance, discipline, climate, culture and/or social emotional learning supports. Research and respond to inquiries from school administrators concerning building-based issues around discipline, attendance, climate, culture or social emotional challenges. Conduct building inspections and classroom visitations to assess instructional and operational effectiveness as well as adherence to site adopted programs, and assist school administrators to establish and maintain a positive learning and working environment. Collaborate with and provide regular coaching to building and district administrators to assess climate, culture, and social emotional support program effectiveness and develop appropriate improvement objectives and corrective action plans. Monitor student enrollment, staff and student attendance, requisitions, health and safety inspections, performance evaluations, curriculum benchmarks, violence and vandalism, standardized test results, and other school reports for accuracy, compliance, established timelines, and the identification of improvement objectives. Establish and maintain program articulation and open communication among schools. Adhere to Michigan and federal school law, state board of education rules and regulations, Wayne-Westland Board of Education policies and regulations, school regulations and procedures, and contractual obligations. Establish, maintain, and evaluate the district's discipline management plan. Administer the hearing process for student discipline and transfer appeals. Coordinate and respond when necessary to parent concerns related to discipline, attendance, athletics, cheerleaders, and school safety. Supervise annual updates of the district s Student Code of Conduct, Student Handbook and related board policies. Support the campuses in student attendance improvement, dropout reduction, and homeless student efforts. Stay up to date and share relevant laws, policies and changes from the local, county, state and national research, evidence and legislation related to climate, culture, social emotional learning and multi-tiered system of supports. Perform any duties that are within the scope of employment and certifications, as assigned by the Superintendent. Other duties as assigned. 4

5 Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is frequently required to remain in a stationary position. The employee will frequently be required to move about the inside of the office area and the building. The employee may need to travel to different work locations. This person communicates with other administrators, staff and the community and must be able to exchange accurate information in these situations. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The noise level in the work environment is usually quiet. The employee is required to interact with other administrators, staff and occasionally with the public. At times, this employee may be directly responsible for the safety and well-being of students. Evaluation: Job performance is evaluated in accordance with district guidelines and the applicable collective bargaining language by the district supervisor. Terms of Employment: Salary and Benefits Package commensurate with experience. Application Procedure: Apply online at or come to the Human Resources Department to access the online application system. The information contained in this job description is not an exhaustive list of duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned. Job descriptions are not intended as and do not create employment contracts. The Wayne-Westland Community Schools is an Equal Opportunity Employer. 5