Director Of Social Emotional Learning [Basas 11B] (Anticipated Vacancy) (Sy24-25]

This position is an anticipated vacancy. It is expected to be vacant by 09/01/2024. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated.

JOB TITLE: DIRECTOR OF SOCIAL EMOTIONAL LEARNING

REPORTS TO: SENIOR EXECUTIVE DIRECTOR

POSITION OVERVIEW:

The Director of Social Emotional Learning resides in the BPS Office of Health and Wellness (OHW) within the Division of Academics, reporting to the Senior Executive Director of OHW. The Director of SEL will lead the development and implementation of a comprehensive, systemic Tier 1 SEL approach and professional learning plan, playing an essential role in implementing social emotional and academic strategies across schools to create safe, healthy, joyful, anti-racist, culturally and linguistically affirming environments that support students' social, emotional and academic development in alignment with the District Wellness Policy. The Director will work in close partnership with the offices in Teaching and Learning; the Office of Social Work; the Office of Transformation; the Division of Equity, Strategy and Opportunity Gaps; schools and community partners to develop and support a comprehensive District vision for Transformative SEL. The Director will lead and coordinate this effort. They will also collaborate with these offices on the development of a district Multi-Tiered System of Supports.

The SEL Director will work closely with the Senior Executive Director of the Office of Health and Wellness to support the policies and goals of the Superintendent's strategic plan, the District Wellness Policy and the department's strategic objectives. Other responsibilities include overseeing program administration and supervision of the Social Emotional Learning Instruction Team and identifying, securing and managing external grant funding. The position requires knowledge of SEL competencies and standards, research and evaluation, curriculum, instruction and program and staff management.

RESPONSIBILITIES:

Manage and support the development of a shared district strategy and aligned goals for SEL

• Assemble and co-facilitate a SEL steering committee and task force in collaboration with the Office of Opportunity Gaps

• Advance a shared SEL vision and principles aligned with the district mission and core values

• Manage the development of SEL goals aligned to the vision, that include outcomes for equitable learning environments and student social, emotional and academic progress

• Collaborate with the Office of Data and Accountability and other district departments to select, implement and interpret SEL student assessments to inform instruction, continuous improvement and program evaluation

• Collaborate with other district departments on the development and implementation of a Multi-tiered System of Supports.

Lead the development and implementation of a comprehensive K-12 Tier 1 social emotional learning plan for the district

• Assess current delivery of K-12 school social emotional learning practices, curriculum and resources in BPS by working with the OHW evaluation team

• Lead the development and revision of a comprehensive K-12 social emotional learning framework that is aligned with district, state and national standards, practices and initiatives and vetted by all key district stakeholders

• Develop and communicate a plan for tier 1 SEL program implementation that includes the integration of SEL into academics, Adult SEL, and school & classroom practices. Ensure that this plan is aligned with and in support of equity and CLSP.

• Identify model programs/curricula/practices

• Coordinate the adoption of high quality instructional materials citywide

• Develop and manage resources that support and enhance SEL instruction

• Lead implementation of school systems, environment and instructional practice strategies that promote positive social emotional learning and development

• Develop parent and family engagement strategies and communications about SEL

• Engage in continuous learning and commit to professional growth in areas which support or improve the development of SEL

Lead the development and implementation of a comprehensive K-12 SEL professional learning strategy with the support of the SEL&I Team

• Create and communicate a plan of continued professional learning for central office content leads, administrators, and teachers/staff that teach and support the delivery of SEL

• Lead the development, implementation and evaluation of year-round central and school-based professional development, including professional learning communities, school-based coaching and technical assistance

• Support district and instructional leaders in their professional development efforts

• Provide ongoing professional development and direct supports to teachers and school staff

• Support school leaders and teams in developing goals and implementation plans for SEL that create safe, welcoming, inclusive and culturally and linguistically sustaining school environments.

• Develop a comprehensive, user friendly system for collecting and sharing quality resources with schools

Communicate and collaborate with internal and external stakeholders

• Communicate and collaborate with district departments to develop a coordinated district and school support strategy for SEL

• Collaborate with city agencies, community-based organizations and schools to identify and map available resources and coordinated program integration

• Effectively communicate with district leadership, school leaders, teachers/staff and external partners and stakeholders

• Participate in the District Wellness Council and Safe and Supportive Subcommittee, regularly attend meetings and contribute to discussions; serve on other committees as assigned.

• Utilize data to generate reports and communicate results with individual schools, district, and funded or community partners

• Identify and help to secure future funding opportunities to support the ongoing mission and strategic goals of the Office of Health and Wellness

• Represent the Health and Wellness Department at district meetings and local and national conferences

Oversee Program Administration, Evaluation and Assessment

• Hire, train, and manage program staff; oversee program administration and operations including budget, procurement, school/district/department communications and reporting, partnership management, etc

• Lead program evaluation efforts for Tier 1 SEL in collaboration with the Office of Health and Wellness Data and Evaluation Team and the Office of Data and Accountability.

• Collaborate with other departments in the Office of Health & Wellness to coordinate efforts, create efficiencies, and contribute to collective impact

• Perform other related duties as requested

QUALIFICATIONS - REQUIRED:

• Master's Degree in a related field

• Possession of or ability to attain a DESE administrator license within 12 months

• Minimum of 5 years experience in the field of education, ideally in a teaching role, with a minimum of 2 years program management experience

• Knowledge of and experience with modeling and implementing Social Emotional Learning that is culturally responsive and sustaining

• Strong organizational and management skills with demonstrated experience in leadership, team building and supervision

• Demonstrated success working with teachers and/or administrators in a leadership and professional development capacity

• Demonstrated successful experience in developing and leading professional development and large group discussions

• Demonstrates ability to communicate effectively both in writing and orally, including documentation, recordkeeping and correspondence

• An understanding of the principles of equity at multiple levels (e.g., racial, ethnicity, gender, sexual orientation, health, ability) and the need for antiracist policies and practices in research and evaluation.

• Knowledge of and experience with using SEL assessments to support teaching and learning

• Demonstrated success collaborating with city agencies and/or community-based organizations on the implementation of program and professional development initiatives

• Strong interpersonal skills

• Ability to work independently, multi-task and prioritize work, to meet multiple deadlines

• Ability to work as part of a team and motivate others to meet goals

• Proficient in Microsoft Office programs including Word, Powerpoint, and Excel; Google Mail, Calendar, Contacts, Drive

• Current authorization to work in the United States

• An understanding of and commitment to gain greater understanding of what is necessary for an urban school system to enjoy continuous improvement in an increasingly complex and competitive environment.

• A deeply held and unyielding belief in the overarching mission of public education.

QUALIFICATIONS - PREFERRED:

• Teacher's license, with a minimum of 3 years of classroom teaching experience

• Massachusetts Administrator license

• Experience working within a large urban school district, especially Boston Public Schools

• Experience in developing, implementing and evaluating comprehensive SEL programs that include academic integration, Adult SEL and whole school and classroom climate strategies

• Knowledge or experience with grant management or grant writing

• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in the following major languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese.

Terms: BASAS 11B, 225 Days.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, 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.