JOB SUMMARY:

Assistant Superintendents for the Southeast Delco School District guide school leaders and teams in closing achievement and opportunity gaps by managing a portfolio of assigned schools. In addition, Assistant Superintendents function as the leader and primary point of contact for the programs, initiatives, activities, services, and supports that originate from central office, as designated by the Superintendent, relative to academic programs or student and family support services. As a partner to the Superintendent, the Assistant Superintendents support the Board’s priorities and the Superintendent’s work, as well as continuous district improvement as it relates to instructional effectiveness and operational efficiency.

QUALIFICATIONS:

• Master’s degree in educational leadership or a comparable field.
• Commonwealth of Pennsylvania Certificate for Principal PK-12 and Superintendent’s Letter PK-12. Additionally, elementary, and secondary teaching certificates are preferred.
• Successful teaching and supervisory/administrative experience, which has included experience serving as a principal and responsibility for the evaluation and rating of administrative employees. Additional leadership experience with four or more of the following areas is preferred:
• Curriculum and Instruction
• Assessment
• Professional Development
• School Improvement
• High School Support
• English Language Development
• Arts and Enrichment
• Athletics of Educator Evaluation/Act 13
• Any equivalent combination of training and experience is determined to be acceptable by the Board of School Directors.

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge of:
• Pennsylvania School Code
• Pennsylvania Core and Academic Standards
• Federal Every Student Succeeds Act (ESSA), the Pennsylvania Consolidated State Plan, and the accountability, support, and improvement requirements for schools.
• Principles and practices of educational leadership with a strong focus on secondary education
• Adult learning theory
• Instructional methods, assessment techniques, and motivational strategies that support students in general and special education.
• Professional development models, school improvement designs, and intervention and prevention strategies that support diverse learners in inclusive settings
• Employee disciplinary processes and procedures
• Skill in:
• Conflict resolution, consensus building, and collaboration
• Collection, analysis, and management of instructional and operational data
• The use of personal and professional technology
• Ability to:
• Function as a qualified observer for teachers and principals
• Use executive judgment to solve problems and manage crises.
• Be a team player and work in a fast-paced team environment
• Lead teams in the successful attainment of goals and the achievement of results
• Determine and articulate program strengths and weaknesses, to collaborate with teams for success, and to monitor progress using appropriate supportive interventions
• Apply coaching methodologies and practices to promote growth in practice
• Interact with and provide training to diverse groups of stakeholders and constituent groups

SENSORY ABILITIES:

1) Visual acuity
2) Auditory acuity

SPECIFIC SKILLS:

• Ability to operate office equipment including a telephone, copy machine, fax machine computer and calculator

• Reporting directly to the Superintendent of Schools, the Assistant Superintendent for Teaching and Learning is responsible for the academic achievement and progress of students attending Southeast Delco School District schools with the goal of all elementary/middle school students reading and writing at or above grade level, as well as all high school students graduating college and career ready. As the direct manager for all School Principals, the Assistant Superintendent for Teaching and Learning will promote effective leadership and high-quality instructional practices while supporting them in attaining District and school comprehensive planning goals through the provision of consistent feedback, as well as expectations for accountability. This is achieved by the Assistant Superintendent spending a minimum of 60% of their time during the work week in the schools, contributing to the acceleration of achievement and growth.
• As this position also has oversight of the strategy for academic programs, the incumbent has the responsibility for collaborating with the Superintendent and cooperating with other central office administrators to assure that all Southeast Delco School District schools are culturally and socially responsive and that every student who attends the District’s schools is the beneficiary of excellent instruction, each day. As a part of this work, while maintaining a focus on equity, the Assistant Superintendent is an in-District resource and strong source of support for the Superintendent who is expected to ensure progress toward comprehensive plan goal attainment by setting the strategic direction for the instructional framework and approach to academic programming. Finally, it is expected that the Assistant Superintendent responds to constituents’ concerns and serves as a liaison on matters related to instruction and school leadership.
• Essential Functions (To include the performance of other duties and responsibilities as requested by the Board of School Directors or directed by the Superintendent of Schools.)
  General

Executive Leadership: Serve as a member of the District’s Cabinet Team and participate in district-wide planning, monitoring, and evaluation activities.

• Board and Superintendent Support: Attend and participate in all regular and special meetings of the Board of Directors, as well as assigned committee and ad hoc meetings, including executive sessions when designated by the Board. It is noted that these meetings will likely occur outside of the defined workday. Advise the Board and the Superintendent on prominent and/or sensitive issues related to the schools and academic programs. Recommend policies and policy changes related to assigned responsibilities, including those included under Policy Series 100: Programs.
• Central Office Administration and Supervision: Supervise and evaluate designated academic and school support central office administrators and staff, including the Director of Curriculum & Instruction and Professional Development, Director of Integrated Learning and Alternative Education.
• Educator Evaluation: Support the effective implementation of Act 13 for other classes of employees in the district, including classroom teachers, non-teaching professional employees (NTPEs), and principals/school leaders. Construct Performance Improvement Plans (PIPs) for school-based administrators who are assigned a “Needs Improvement” or “Failing” rating.

Schools

• Principal Supervision: Provide day-to-day direction and leadership to all School Principals with the goal of improving student outcomes, as well as the effectiveness of classroom teachers, non-teaching professional employees (NTPEs), and school leaders. Rate, in accordance with Act 13, all School Principals.
• Coaching: Serve as a thought partner and coach to assigned School Principals in the implementation of research-based best practices for leadership, data, and instruction. Offer guidance and support through 1:1 Assistant Superintendent-Principal Coaching Sessions, Instructional Rounds, and Formal School Visits, as well as modeling and feedback.
• Leadership Development: Share knowledge and experiences, as well as tools and resources with all School Principals and their leadership teams around the implementation of professional learning communities to support schools in meeting performance goals, targets, and expectations. Assist all School Principals in utilizing informal and formal data to identify targeted students and staff and planning, delivering, and monitoring interventions that will result in higher achievement and growth.
• School Management: Assist in the design, development, and implementation of systems and structures to support improved student outcomes and teacher and leader effectiveness within and across assigned District schools. Work with all School Principals to set annual goals.
• Budget: Participate in the budget development process, working with School Principals to maximize their school budgets to achieve their school community’s visions while also meeting the needs of the students in their schools.
• Employee Relations: Support school-based administrators in resolving performance and disciplinary issues for professional employees and temporary professional employees in the assigned schools in accordance with collective bargaining agreements, District policies and procedures, and State law, functioning as a qualified observer of professional and temporary professional employees and as a second-level hearing officer for certified personnel.

Academic Programs

• Academic Programming: Supervise the daily operations of Academic Programs and provide strategic direction to areas designated by the Superintendent, including, however, not limited to:
• Curriculum and Instruction
• Assessment
• Professional Development
• School Improvement
• High School Support
• English Language Development
• Arts and Enrichment
• Professional Development: Oversee, under the direction of the Superintendent, all professional development programs, including mentoring and induction. Provide administrative approval for administrative and professional staff to attend professional meetings and conferences, as well as for tuition reimbursement requests subject to final approval by the Superintendent and the Board.
• School Resource Support: Deploy, in collaboration with the Superintendent and Executive Team, resources to schools, which assist them in appropriately and effectively addressing academic challenges.
• District and School Improvement: Assist schools in the execution of their comprehensive plans and Co-Chair, with the Superintendent or their Designee, the creation of the district comprehensive plan. Oversee the formulation of the Local Education Agency’s (LEA) Plans under the Pennsylvania Chapter Four Regulations for: Professional Education (every three years) and Induction (every six years).
• Talent Management: Design, with the Chief Operating and Financial Officer and Director of Human Resources, a staffing and budgeting plan to address projected and ongoing staffing needs. Participate in the selection and assignment process for school-based administrative and instructional staff.