Deputy Community Superintendent, District 4
Position Summary: Under the supervision of the Community Superintendent, the Deputy Community Superintendent (DCS) serves as the key instructional support for the district. The DCS supports the Community Superintendent in improving the performance of district Principals with respect to educational effectiveness and school performance. The Deputy Community Superintendent conducts school visits and work with Principals and instructional staff to address areas of improvement, concern, or focus identified by the Community Superintendent or other evaluators. The Deputy Community Superintendents may also act as the Community Superintendent’s designee for evaluative visits.
The Deputy Community Superintendent assists the Community Superintendent in supervising the office’s instructional team, providing school improvement and curriculum guidance and leadership to schools. The DCS also assists the Community Superintendent in managing the instructional supports to schools in the district, consistent with applicable laws, rules, and regulations of the Chancellor and the Commissioner of Education, and the educational policies of the Panel for Educational Policy (PEP) and the District Community Education Council (CEC). The Deputy Community Superintendent works closely with the DSL Central leaderships in coordinating the implementation of DOE central’s office instructional initiatives. Performs related work.
Reports to: Community Superintendent.
Direct Reports: Staff assigned at the Superintendent’s discretion.
Key Relationships: Works collaboratively with DOE Central divisional and other field-based leaders to coordinate cross-functional and differentiated instructional supports to schools and partner with other Superintendent's offices to share instructional support staff working with schools in different Superintendent's caseloads.
Responsibilities
- Acts as Community Superintendent’s designee to conduct Principal Evaluations annually in accordance with 3012-d in specific content areas, including:
- Supervisory walkthroughs;
- Measures of Leadership Practice; and
- Measures of Student Learning.
- Conducts principal evaluation in accordance with central policies and as assigned by the Community Superintendent.
- Assists the Community Superintendent in overseeing, guiding, and managing the Superintendent's office instructional team members as they coordinate and support day-to-day and long-range instructional and curriculum supports to principals and their teams to ensure increased student achievement.
- Supports the Superintendent in providing comprehensive oversight and instructional supports to schools to develop and implement initiatives, including summer school, extended school day, Saturday school, academic holiday programs, and others.
- Ensures the provision of professional development and technical assistance for school staff on curriculum, instruction, school improvement and preparing schools for federal and state visits.
- Collaborates with other Superintendent's office team to coordinate differentiated instructional supports to proactively implement Central's instructional policies and initiatives to improve academic outcomes of all students.
- Advises the Community Superintendent and district leadership on establishing and maintaining a culture focused on student learning and achievement, leadership development, empowerment, and across-the-board accountability for improved outcomes of all students in all schools.
- Attends training and professional development opportunities to ensure appropriate training and certification.
- Supports principals in developing comprehensive school improvement plans, including strategic plans for curriculum, instruction, and organizational management.
- Provides professional development and on-site coaching to school principals and instructional staff to address areas of focus, concern, and high need.
- Assists Superintendent in addressing and resolving community concerns in partnership with parents, elected officials, and labor representatives.
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
- Three (3) years of successful experience as a public or private school principal.
- Demonstrated evidence of being a respected, highly skilled instructional leader with broad experience who understands and supports the instructional needs of English Language Learners at all stages of English acquisition, Special Education students, and Gifted and Talented students.
- Proven record of success in improving outcomes for all students and leadership development as measured by school quality and/or student progress indicators.
- Demonstrated commitment to data-driven decision-making, differentiated instruction, and continuous adult learning as drivers of improved student outcomes.
- Sophisticated understanding and ability to apply effective theories of and effective practices for:
- student learning, growth and development;
- professional development for all constituents;
- instructional technologies as part of a classroom practice;
- differentiated instructional strategies, especially for high-needs students;
- formative assessments as a basis for continual school improvement; and
- evidence-driven evaluations: reflective practices, and targeted support for staff.
- Demonstrated record of achieving ongoing progress in achieving educational, managerial, and administrative effectiveness. Evidence of a pattern of growth in student achievement.
Additional Preferred Qualifications
- Creative problem-solver with the ability to perform independent, thoughtful analysis around important educational issues impacting the manner in which high-quality services are provided to schools.
- Demonstrated ability to center data in their supervision of principals and oversight of schools to determine resources allocation, targeted supports and development, and systems for continuous improvement.
- Demonstrated ability to communicate clearly with staff, parents, students and community, both verbally and in writing, on a wide array of NYC DOE-related topics.
- Demonstrated ability to involve the community in the development and implementation of the district’s goals and views the community/school relationship as a collaboration and parents as full partners in the learning process.
- Ability to manage and lead teams to provide high-quality supports to schools and communities in the service of improved student outcomes.
- Ability to foster a holistic approach to supporting students and families that elevates socio-emotional learning of students, youth development, and respect for diversity within schools and communities.
Salary: $180,000
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. |
