Executive Director, Regional Partnership Centers and Transition
Please Note: This Position is only open to internal NYC Department of Education employees.
Position Summary: The Executive Director, Regional Partnership Centers and Transition will lead the NYC Regional Partnership Center (formerly NYC RSE-TASC) to ensure that professional learning and school supports have impact and bolster existing Department of Education (DOE) programs. The Executive Director, NYC Regional Partnership Centers and Transition is a high-level leader who is responsible for ensuring that the program meets its annual goals and objectives according to State and City mandates, and oversees all NYC Regional Partnership activities. This position will be responsible for ensuring that all specialists and technical assistance providers of the program are special education experts adept at reaching the needs of adult learners. The Executive Director will ensure that Regional Partnership staff engage in ongoing professional development as required by the DOE and New York State Education Department (NYSED), as well as identify and address regional issues/concerns and professional learning needs of the special education technical assistance providers. The coordinator is an instructional leader who will set the vision for technical assistance in NYC and for ensuring coherence with DOE initiatives. The Executive Director, Regional Partnership Centers and Transition will also lead all professional learning around transition for students with disabilities and oversee the expansion of the Transition and College Access Centers (TCACs). Performs related work.
Reports to: Senior Executive Director for Instruction and Compliance
Direct Reports: NYC Regional Partnership Center Systems Change Facilitators; Executive Director, Transition and College Access Centers
Key Relationships: Works closely with and advises superintendents, principals, and field-based special education directors. Will work with HR and DOE leadership offices, and support work with related field-based office personnel, including Borough/Citywide Offices, new principal mentors, District 75 leadership, and CSE Chairpersons. Will work with Family and Community Engagement (FACE) Centers and with outside stakeholders, such as unions, advocacy organizations, and the State Education Department, as well as work with university partners and community-based organizations.
Responsibilities
- Creates strategic plan for maximizing impact of Regional Partnership Center and Transition staff including coordinating, facilitating, and participating in the development of the NYSED regional work plan.
- Ensures that NYSED regional work plans are aligned to the Chancellor’s goals and priorities, and that key priorities identified by the Special Education Office.
- Establishes and coordinates a regional steering committee with responsibility to identify, prioritize, and reach agreement on regional training needs and communicates regularly regarding the activities of regional providers.
- Facilitates sharing of NYSED resources and training opportunities with all applicable DOE entities, including the Divisions of Teaching and Learning, Office of the First Deputy Chancellor, superintendents, and schools, special education administrators, and other NYSED school improvement providers, as applicable, to ensure coherence and consistency.
- Liaises with NYSED, works collaboratively with other Regional Partnership Center Coordinators, and represents NYC specific needs to NYSED.
- Supervises NYC Regional Partnership Center staff in planning and development of the annual service plans and coordinates the program among the superintendent teams and District 75.
- Using data-based analysis, designs, implements and facilitates professional learning opportunities aimed at advancing systemic work in special education.
- Clearly articulates the DOE’s vision for inclusive schools to superintendents, field leaders, school leaders, aspiring school leaders, and Central and field-based staff.
- Supports district and school leaders and others to operationalize this vision by supporting the building of school structures such as the school implementation team.
- Analyzes impact of program; reports on impact to DOE officials and key stakeholders and ensures that Regional Partnership Center staff complete required NYSED reporting and record-keeping.
- Manages large staff, providing clear, high expectations and appropriate guidance, oversight and performance management.
- Maintains oversight responsibility and working relationships with various Regional Partnership Center and Transition sites throughout the City and State in the implementation of programs regarding staff, equipment, monitoring reports and pre/post evaluations.
- Leads relevant workgroups and collaborative activities within the NYC Regional Partnership Centers and with the broader community of NYSED funded technical assistance providers and facilitates articulation of a common vision among these groups.
- Develops, maintains, manages, and assesses programmatic budget and funding modifications for the Regional Partnership Centers and the TCACs, working closely with the NYSED, as needed.
- Reviews regional improvement plans for consistency with priorities established through the regional planning process, activities that will lead to improved outcomes, consistency with NYSED requirements, and timely submission to NYSED.
- Models reflective practices by participating in NYSED required professional development, statewide meetings and workgroups, requiring some travel.
- Oversees the buildout of the TCACs, ensuring that each Borough/Citywide Office provides high-quality professional learning on transition planning as well as work based learning opportunities to students with disabilities.
Qualification Requirements:
Minimum
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.
Plus
- Minimum 4 years of experience as a school building leader, such as an Assistant Principal or Principal.
- Minimum 3 years of experience as a special education teacher.
- Minimum 1 to 2 years of experience in managing instruction, policy and implementation from a central or district office.
Preferred
- Experience in developing and implementing strategy to improve school performance, including training of school personnel and other professionals to improve achievement, especially achievement of students with disabilities.
- Experience in managing large-scale projects with tight deliverables.
- Experience in data analysis and methodologies for measuring student achievement. Experience in using DOE systems, including SESIS, to support instructional planning.
- Experience with the delivery of special education services in a school-based setting, and in utilizing best practices to ensure that such services provide maximum educational benefit and effectively support academic progress.
- Experience managing the administration, development, and implementation of programs, projects or initiatives.
- Experience in New York City schools.
- Ability to build relationships with multiple offices within the Department of Education, establish positive working relationships with administrators, school staff and colleagues, and build their capacity.
- Deep understanding of IDEA and NYS regulations regarding students with disabilities.
- Comprehensive knowledge of instructional practices to support access to rigorous curricula for students with disabilities, including knowledge of language-based disabilities, assessments, interventions, and evidence-based best practices across all grade levels.
- Highly collaborative team player, with a passion for customer service and for working cross-functionally to improve student outcomes.
- Exceptional organization skills and attention to detail; strong analytical and data skills, including the ability to analyze and summarize large amounts of data.
- Strong written and spoken communication skills; ability to organize facts and present information and figures in a clear, concise, and logical manner, both orally and in writing.
- Superior strategic thinking and project management skills, including the ability to identify key issues and risks proactively.
- Self-motivated, deadline-oriented, flexible, and able to work independently and within teams. Ability to appreciate multiple perspectives and paradoxes, using a solutions-oriented approach.
- Ability to work under pressure and meet frequent and changing deadlines; ability to effectively prioritize work in a demanding environment.
- Creative problem-solver, with the ability to perform independent, thoughtful analysis around important educational issues.
- Ability to strategically manage multiple tasks simultaneously.
- Deep passion for and commitment to student learning and students with disabilities, including the ability to articulate a coherent vision for inclusive schools where students with disabilities achieve their fullest potential.
- Cross-functional knowledge of personnel management, financial management, public administration, and other operational aspects of the organization.
- Proficiency in Microsoft Office applications, e.g., PowerPoint, Word, and Excel.
Salary: $129,014+
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. |
