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.
Community Superintendent, District 3
Position Summary: Under the executive leadership and direction of the Supervising Superintendent of Elementary and Middle Schools, the Community Superintendent (CS) oversees and supports 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 Community Superintendent works closely with the Office of Academic & Instruction, Division of Inclusive and Accessible Learning (DIAL), the Division of School Operations, and other Central divisions, and advises the Chancellor and the New York City Public Schools (NYCPS) senior leadership team on establishing and maintaining a performance and outcome-focused culture citywide.
The Community Superintendent supervises and manages a district based team, providing guidance, leadership, and support to schools in the areas of instruction, operations, youth development, safety, compliance, and all matters related to school support, students, and families. The CS works to address schools' issues and works with NYCPS Central divisions in the implementation of policies, Chancellor's initiatives, and cross-functional school supports. Performs related work.
Reports to: Supervising Superintendent of Elementary and Middle Schools
Direct Reports: Oversees all district schools and supervises district schools’ principals. In addition, supervises and manages all district office staff providing supports to their schools in the areas of instruction, operations, youth development, safety, compliance and family and community engagement.
Key Relationships: Works collaboratively with NYCPS Central divisional and field based leaders to coordinate cross-functional and differentiated instructional, operational, and compliance related supports to schools.
Responsibilities
The Community Superintendent exercises all statutory powers and duties of a community superintendent under the Education Law, including the following:
- Appoints and assigns principals in accordance with Chancellor’s Regulation C-30.
- Oversees and manages district 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.
- Based on individual school needs and student data, manages the development and implementation of professional development opportunities for principals, school-based staff, and district staff, to strengthen their knowledge of instructional, operational, and compliance areas.
- 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.
- Reviews, modifies, and approves school-based budgets proposed by district schools.
- Evaluates the performance of district principals with respect to educational effectiveness and school performance, including effectiveness of promoting student achievement and parental involvement, and maintaining school discipline.
- Removes principals for persistent educational failure, conflicts of interest and ethics violations; requires principals to take additional remedial steps to improve student achievement and school performance.
- Provides relevant data to and attends monthly public meetings of the CEC to encourage informed and adequate public discussion on student achievement and the current state of the schools in the district; attends other community events.
- Facilitates Community School District Leadership Teams.
- Facilitates formal consultation with the community on proposed changes in the district, including proposed school closings or significant changes in school utilization.
- 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.
- Demonstrates a commitment to the community through consistent accessibility and responsiveness and fosters shared decision making with community stakeholders.
- Holds at least four public forums (one per quarter) within the district each school year to report on the district’s performance, including progress made toward achieving the district comprehensive educational plan goals, discussing plans for improvement, and receiving parent and community comments and concerns.
- Provides direct support to parents in accessing information, addressing concerns, and responding to complaints relating to their child's education that cannot be resolved at the school level.
- Models sound, professional judgment and understands and ensures compliance with local, state, and federal laws and mandates, NYCPS policies and regulations, and collective bargaining agreements.
- Addresses and resolves community concerns within the district from parents, elected officials, and labor representatives.
- 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 NYCPA 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 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.
- Focus on the instructional core: the intersection of content, the teacher, and the student.
- Demonstrated commitment to arts education and developing student talents.
- 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.
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.
- Experience in developing teachers and school leaders.
Personal Professional Qualifications
- 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 spoken and written.
- Educational leadership; 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 the 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.
- Visible and approachable by the community.
Performance Record Criteria
- 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 NYCPS 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 support 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: $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 essay prompt below, please prepare a 400-1000 word answer to the following essay question.
Superintendents must deliver improved outcomes and protect the conditions that make learning possible. Describe how you would lead a district where:
- Students experience safety, belonging, and support every day
- Instruction is consistently grade-level, culturally responsive, and academically rigorous, and
- Schools are truly integrated such that students’ access to excellent teaching, advanced coursework, and enrichment is not predicted by race, income, language, disability, or neighborhood.
Using NYC Reads as a central example, explain the leadership moves you would take to align:
1) instructional quality, 2) school climate/safety, 3) integration/access, and 4) accountability and continuous improvement.
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. |
