Please Note: This Position only open to internal NYC Public Schools (NYCPS) employees.
Director of State and Federal Program Implementation (DSFP), OFDC, LIV-EA40
Position Summary: The Director of State and Federal Program Implementation (DSFP) is responsible for the implementation of state/federal workflows in support of superintendents teams and schools. Guidance and oversight for DSFPs are provided by the State/Federal Education Policy (SFEP) Team within the Office of the First Deputy Chancellor (OFDC). The role includes coordinating efforts at the superintendent level and overseeing the continuum of interventions required under Title I Every Student Succeeds Act (ESSA) and the implementation of improvement requirements for schools identified by the New York State Education Department (NYSED). Key responsibilities and workflows include:
- School/District Comprehensive Education planning to increase student performance outcomes consistent with the unique profile of each district and school.
- Strategic planning regarding School/District Accountability, including Comprehensive Support and Improvement (CSI), CSI Receivership, Targeted Support and Improvement (TSI) and design of district and school education plans.
- Implementation of New York City Public Schools (NYCPS) improvement initiatives, including iPlan, ESSA, Title I Schoolwide, Targeted Assistance, Parent and Family Engagement program, and School Improvement Grants.
Performs related work.
Reports to: Superintendent (or designee)
Direct Reports: N/A
Key Relationships: SFEP Team in OFDC, other Superintendent’s team members, Principals, District/School Leadership Teams (D/SLT), Community Engagement Teams (CETs), Director of School Improvement (DSI), Director of Continuous Improvement (DCIs), Senior Grants Officer (SGO), Office of Family Community and Student Empowerment points and Students in Temporary Housing (STH) Regional Manager.
Responsibilities
State/Federal Policy
- Coordinate with other Superintendent’s team members on the implementation of state/federal requirements under ESSA for schools and districts identified for improvement: Target Districts, CSI, CSI Receivership-and TSI schools.
- Collaborate with other Superintendent’s team members in the completion of NYSED required documents and activities.
- Participate in professional learning delivered by central SFEP team and turnkey to other Superintendent’s team members.
District Level Planning
- Facilitate District Leadership Team (DLT) meetings to support development of District Comprehensive Education Plans (DCEP), District Comprehensive Improvement Plans (DCIP), and the Consolidated Application.
- Coordinate with Family, Community and Student Empowerment liaisons to facilitate the biennial evaluation of each District’s 100.11 plan for the participation of teachers, parents, and administrators in school based planning and shared decision making.
- Conduct/facilitate related professional learning, quality assurance, and progress monitoring activities.
School Level Planning
- Facilitate NYSED support options for CSI schools, e.g., SCEP Support Visits; Enhancing Principal Leadership PLC; Instructional Coaching Consortium; High School Redesign; Leveraging Digital Learning; Developing a Restorative School (DRS).
- Collaborate with other Superintendent’s team members to support CSS initiatives and related progress monitoring activities.
- Support development of CSI/TSI school CEPs; perform quality assurance reviews in preparation for public posting.
- Provide guidance and training to support principals and School Leadership Teams (SLTs) in the development of high quality CEPs and to prepare for CSI/TSI progress monitoring support visits in response to State and federal planning requirements.
- Designs, creates, coordinates, and facilitates professional learning opportunities for school based staff in literacy, curriculum, assessment, academic intervention, and continuous improvement for staff working with students not meeting the federal and state standards, including Multilingual Learners and children with disabilities.
- Supports principals and their teams, including assistant principals, coaches, lead teachers, staff developers, mentors and teacher leaders, in developing and designing standards based curricula, curriculum alignment, and content area instructional practices in support of comprehensive grade 3-12 programs for students not meeting the federal and state standards.
Receivership
- Collaborate with other Superintendent’s team members to implement Receivership requirements and related tasks.
- Support Receivership schools in the selection of Demonstrable Improvement indicators (DIIs) and assessing progress toward meeting Demonstrable Improvement targets.
- Collaborate with other Superintendent’s team members to support Receivership schools in setting up a CET, developing the CEP based on DIIs, conducting annual Receivership public hearings, and related tasks.
- Facilitate NYSED progress monitoring requirements for Receivership schools, including quarterly reports and visits/calls.
ESSA/Title I/Parent and Family Engagement
- Collaborate with other Superintendent’s team members to implement ESSA and Title I regulatory requirements for Schoolwide Program (SWP) and Targeted Assistance schools and the dissemination of Title I parent notifications and reports.
- Collaborate with other Superintendent’s team members, Family Community and Student Empowerment and SGOs to support implementation of Title I parent and family engagement requirements, e.g., School and District Title I Parent Advisory Councils, Annual Title I Parent Meeting, and Title I 1% set aside funds.
- Collaborate with SGOs to facilitate the annual process for Title I Targeted Assistance schools to become a Schoolwide Program (SWP) school.
- Monitor the progress of all districts and schools in meeting Title I requirements; develop and communicate strategies to support implementation of these requirements.
School Improvement Grants - SIG 7, CSG, PSSG, 1003a, NYSIP-PLC
- Support SIG recipient schools to draft reports and develop grant continuation budgets.
- Work with schools to generate SIG, CSG, and PSSG grant budget modifications aligned with NYSED protocols and the school CEP.
- Support districts in the application and implementation of the NYSED Integration Pilot Program (NYSIP-PLC) Grant.
Qualification Requirements:
Minimum
Applicants must possess a valid New York State certificate in School Administration/Supervision (SAS), School District Administrator (SDA), School Building Leadership (SBL), or the Administrator Certificate. 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
Preferred
- Administrative and/or central experience at the NYCPS.
- Track record of success as a school leader increasing student achievement and improving pedagogical practice.
- Superior judgment, exceptional systems and strategic thinking skills, and exceptional writing and spoken skills.
- Skilled in project management, data analysis, and problem solving in dynamic complex setting.
- Attentive to detail, well organized, able to work under changing or competing deadlines.
- Knowledge of the NYCPS system and New York State Education Department.
Salary: $154,038 - $181,604
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. |
