As part of your application you will need to submit a resume, an essay question response and letters of reference; please follow the instructions below.
Superintendent, District 75 Citywide Programs
Position Summary: Under the executive leadership and direction of the Chief of School Support, within the Division of Inclusive and Accessible Learning (DIAL), the Superintendent of District 75 provides supervision and support for the design and implementation of system-wide initiatives from DIAL aimed at accelerating achievement and providing high quality schools close to home for students with disabilities. The Superintendent fosters and encourages excellence in instruction and staff development for all schools in the district. The Superintendent of D75 Citywide Programs is an essential member of DIAL’s team and is involved in implementing educational policy throughout the City. Performs related work.
Reports to: Chief of School Support, D75
Direct Reports: Deputy Superintendent(s), District 75 Principals, and additional district office staff providing supports to D75 schools.
Key Relationships: Community Superintendents, D75 District Office staff, senior staff from the Division of Inclusive and Accessible and school principals from other districts as necessary. Works collaboratively with the New York City Public Schools (NYCPS), Central divisional and field-based leaders to coordinate cross-functional and differentiated instructional, operational, and compliance-related supports to schools.
Responsibilities
- Assumes responsibility for the supervision of District 75 Citywide Programs.
- Appoints and assigns principals in accordance with Chancellor’s Regulation C-30.
- Communicates the goals and initiatives of NYCPS to groups and individuals within the District.
- Works collaboratively with Central and field-based staff supporting D75 schools in the areas of instruction, finance, human resources, youth development, safety, and operations to expand learning opportunities for D75 students and enhance their learning experience in their district.
- Supervises the development of resources, protocols, and professionals’ development programs for D75 schools to maximize resource utilization in support of student achievement and provide guidance and coaching to principals, assistant principals, coaches, guidance counselors, and teachers as they implement targeted support plans and strategies for schools to improve student outcomes and accelerate college and career readiness.
- Oversees the implementation of strategies to assist D75 principals as they work with their teams in using data tools to design and implement instructional programs to address the student needs, including students with disabilities, MLLs/ELLs, and improving graduation rates by increasing credit accumulation, Regents passing percentages, and student acceptance to college.
- Oversees and manages the D75 Superintendent’s office team members as they coordinate and support day-to-day and long-range instructional, operations, Special Education, MLL/ELL, student services and compliance support to principals and their teams to ensure increased student achievement.
- Provides comprehensive oversight and operational support to schools to develop and implement instructional initiatives, such as summer school, extended school day, Saturday school, holiday academic intervention, and credit accumulation programs, as well as advanced placement and enrichment programs for students.
- Supervises the provision of professional development and technical assistance to schools in the area of crisis and operations to develop and implement systems and structures for managing crisis, incidents, and emergencies.
- Oversees the supports schools receive to ensure a culture of academic rigor that promotes rigorous, differentiated, and culturally relevant curricular programs and instructional and assessment practices focused on increasing outcomes for all student populations.
- Collaborates with other Central NYCPS divisions and units to coordinate differentiated instructional and operational supports to district schools to implement Central’s policies and initiatives to improve academic outcomes of all students.
- Communicates regularly with all parent associations and the Presidents’ Council in the district and meets with their elected officers, at least quarterly, so the associations and the council are provided with full factual information pertaining to pupil achievement, including annual test scores, comparison of achievement of pupils in comparable grades and schools, and the longitudinal record of achievement of such pupils as they progress.
- Oversees the delivery of professional development and resources to support capacity building, to assist schools in developing instructional models for students with disabilities, including transition to postsecondary outcomes and movement toward a less restricted and inclusive setting; recommends innovative and research-based approaches to ensure improvement in student performance in all content areas.
- Maintains and facilitates collaborations with the NY State Office of Mental Health and adult service agencies to ensure implementation and continuation of services and programs for all school-age and post-graduation students within the Division.
- Supports DIAL in establishing new programs for students in inclusive settings with the assistance of the Chief of School Support.
- Supports D75 District office staff and other NYCPS educators in identifying and sharing effective practices and strategies for leading and managing schools to increase student achievement and close achievement gaps.
- Works with the Office of District Planning to ensure that register projections are accurate and that necessary space planning is successfully implemented.
- Creates processes and structures to address parental, school, and community concerns around instructional needs for students with disabilities.
- Demonstrates a commitment to the community through consistent accessibility and responsiveness and fosters shared decision-making with community stakeholders.
- Coordinates with the Deputy Superintendents to establish regular communication with colleagues in other Districts and/or superintendencies, for the purpose of sharing successful strategies to improve District 75, school, and student performance.
- Works collaboratively with staff supporting D75 schools in areas related to the operational support needs of Citywide Programs.
- Conducts principal evaluation in accordance with Central policies.
- Implements practices and creates the conditions that support the recruitment, development, and retention of high-performing staff.
- Works with relevant labor representatives to promote a collaborative working environment in schools and appropriately address concerns in a timely and proactive manner.
- Performs duties as delegated by the Chancellor.
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); or the Administrator Certificate plus Superintendent extension. 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
Educational Qualifications:
- Minimum of seven successful years of prior pedagogic experience as defined in Chancellor’s Regulation C-30, in addition to at least three successful years as a public or private school principal, unless the candidate was serving as a NYCPS superintendent on or prior to August 22, 2014;
- 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 the Quality Review and/or student progress indicators;
- Demonstrated commitment to data-driven decision-making, differentiated instruction, and continuous adult learning as drivers of improved student outcomes;
- Focus on the instructional core: the intersection of content, the teacher and the student;
- Demonstrated commitment to arts education and developing student talents; and
- 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;
- evidence-driven evaluations: reflective practices and targeted support for staff.
Managerial and Administrative Qualifications:
- proven commitment and ability to include parents and school communities in decisions regarding improved student learning;
- demonstrated ability to be inclusive of all members of school communities; and
- experience in developing teachers and school leaders.
Personal Professional Qualifications:
- Evidence of:
- high standards of ethics, honesty, and integrity in professional matters;
- ability to work well with staff and school communities;
- strong organizational skills and the ability to communicate effectively, both orally and in writing;
- educational leadership and the ability to motivate and inspire students, parents, staff and school communities;
- ability to resolve conflicts, diffuse argumentative situations and bring all constituencies together in pursuit of common goals;
- ability to work with principals as partners to develop and accelerate their instructional leadership capacity through differentiated support for struggling schools;
- ability to provide support for principals in accessing services from instructional and operational central office departments for struggling schools;
- ability to communicate with and engage relevant community stakeholders;
- ability to be visible and approachable by the community and to attend community events.
Performance Record Criteria:
- All applicants for community superintendent should demonstrate that in their current and previous roles they have made ongoing progress in achieving educational, managerial, and administrative effectiveness. Evidence of a pattern of growth in student achievement should be provided.
Salary: $241,635 - $271,102, depending on the number of schools in the caseload
As part of your application you will need to submit a resume, an essay question response and letters of reference; please follow the instructions below.
Essay Question
***Please note: In lieu of a cover letter you should include responses to the question below, please prepare a 400-1000 word answer to the following essay question.
Essay Question: Please respond to the following scenario: All of the students in D75 have disabilities and literacy rates in your district have stagnated for the past three years. How would you improve literacy outcomes in your district?
References
Please submit two letters of reference: one letter from a principal (current or former), and one letter from a community or parent leader.
Please note that applicants may only request letters of reference from principals they do not currently supervise and who have worked with the applicant in a professional capacity.
Submission Instructions:
Be sure your question responses and letters of reference are combined into one document before uploading. Your resume should be submitted as a separate file. Each file attachment must be less than 1MB
Note that the application page features the option to attach documents to your application or insert text into text boxes onto the page. For this application you must only attach documents (your resume and your combined essay response/references); the text boxes must be left empty.
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. |
