Boston Public Schools Boston , MA 02298
Deputy Chief Academic Officer
Reports to: Chief Academic Officer
Boston Public Schools believes that all children must experience inclusive, rigorous, and culturally and linguistically sustaining teaching and learning that prepares them to be college, career and life ready. The Boston Public Schools is looking for a dynamic and innovative leader with leadership skills that promotes collaboration within the Office Academic and Professional Learning, across BPS departments, staff, families, students, and communities to ensure successful implementation of the District's Instructional Vision. The position of the Deputy Chief Academic Officer (CAO) is charged with supporting quality curriculum and providing instructional guidance, assessments and resources to support instruction that develops literacy, language, and knowledge acquisition across contents and that will be grounded in multi-tiered systems of support, utilizing culturally and linguistically sustaining practices and promoting social- emotional and physical well-being among the diverse students of BPS.
The Deputy CAO must create a culture of teaching and learning, centrally and at schools, that supports the implementation of the BPS Essentials for Instructional Equity, which are: 1) Create and maintain safe, health sustaining learning environments; 2) Design Learning Experiences for Access and Agency; 3) Facilitate cognitively demanding tasks and instruction; and 4) Assess for learning. The Deputy CAO will support this work by developing evidence-based guidance and materials, including tools, resources, and curriculum in instruction across content and grade levels. This will be true for all classroom, general education, special education, and English learners. In addition, they will establish the expectations of high quality professional learning based on adult learning principles. To achieve these goals, the Deputy CAO will have clear milestones and identified data for monitoring the impact on student performance, as well as teaching and learning.
In addition, the Deputy CAO will work collaboratively with district leaders, including the Office of English Language Learners, Office of Achievement Gap, Office of Social Emotional Learning and Wellness, and Office of Special Education, to create district-wide systems that ensure all our students have access to quality instruction and are attending high-quality schools that can support all of our students. The Deputy CAO is the leader responsible for establishing communication protocols, systems and structures, and relationships internally and externally that ensures coherence and fosters teaching and learning innovation across the system.
Provide leadership in the strategic planning and implementation of the BPS Instructional Vision and the BPS problem of practice;
Execute on embedding the Essential for Instruction within the culture of our schools and central office;
Supervise, support, coach, and evaluate staff under their responsibility, and model professional competencies in all interactions as a representative of BPS;
Work closely with the Assistant Superintendent of Special Education and the Assistant Superintendent of English Learners to support curriculum, and teaching and learning in special education and english learner classrooms;
Model leadership utilizing effective communication skills that reflects a deep commitment to the educational success and opportunity for all students, problem solving skills and protocols, and leading with inspiring transformation;
Work collaboratively with district leaders in creating school based, student centered academic strategies;
Utilize adult learning and change management strategies in the development of resources, tools, and supports for schools and district staff, including ongoing learning opportunities and utilizing research based and promising practices that exist at the national and local level with a particular lens on culturally, linguistically, and abilities diverse student populations;
Lead the development and implementation of tools to assess academic performance;
Pilot innovative approaches to personalized learning and scale those that are effective;
Work collaboratively in designing measurement frameworks and data collection approaches that would help capture students' academic achievement;
Establish positive relationships and seek out additional partnerships to ensure resources are accessed and allocated, as well as to support additional practice priorities can be explored;
Monitor grants, budgetary procedures and systems;
Requires work outside traditional working hours including nights and weekends.
Demonstrate experience with and a strong understanding of standards based curriculum and instruction;
Hold a Master's Degree in Education or related field;
Hold a valid Massachusetts Assistant Superintendent license or must be able and willing to attain this license;
Demonstrate an understanding of compliance and classroom instruction for english learners and special education students;
Possess a minimum of three years of a senior level leadership in a school district, school, or organization, with experience establishing systems in schools and/or management experience in education strategy development and implementation;
Successful experience with planning and conducting meetings and facilitation and training methodologies;
Demonstrate capability to work collaboratively with a variety of stakeholders, such as school district staff, families, youth, community members and other essential partners;
Demonstrated in-depth knowledge of successful research-based academic strategies, evaluations, theories, techniques, and methods of instruction;
Demonstrate the ability to develop and implement adult learning activities on the intersections the variables that impact student success, including academics, behavior, bias, etc.
Comfort with handling multiple projects simultaneously as well as working with rapidly shifting priorities and targets;
Strong interpersonal skills and ability to create trusting relationships;
Commitment to self-reflection and on-going learning;
Experience developing monitoring systems for quality improvement;
Strong organizational skills, with outstanding attention to detail;
Ability to work independently and in a collaborative team environment;
Have experience managing a budget and making sound fiscal decisions;
Excellent oral and written communication skills;
Experience working with diverse student populations.
Demonstrate experience in STEM education and creating and executing a district wide strategy for expansion of STEM;
Ed.D or Ph.D in Education;
TERMS: Managerial Tier E, 12 months, City of Boston Residency required
Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
NOTE: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223 day work-year will include the 180 days in which school is in session, and the additional days will be determined by the employee and the principal or headmaster of the school. This position subject to the City of Boston residency requirement.
School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.