GENERAL STATEMENT OF JOB
The Executive Director of Literacy, Academics and Targeted School Improvement is tasked with leading the division's literacy initiatives, ensuring that all students achieve optimal literacy outcomes. This role will be responsible for developing, implementing, and refining literacy programs and strategies across pre-K-12 levels. The role demands a passionate commitment to enhancing literacy, supporting educators through professional development, and aligning literacy curriculum with the best educational practices and standards. This role will serve on the division leadership team. The Executive Director of Literacy, Academics and Targeted School Improvement reports to the Chief Academic and Accountability Officer.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Spearhead the creation, assessment, and continuous enhancement of literacy programs. Align these initiatives with cutting-edge educational research, best practices, and state standards to meet diverse student needs.
Manage the development and ongoing improvement of literacy curricula for all grade levels, ensuring materials and instructional strategies are effective and equitable.
Organize and deliver professional development focused on literacy instruction and intervention strategies. Provide resources and support to maximize teaching effectiveness in literacy.
Implement literacy assessments to monitor student progress. Utilize data analysis to inform instructional practices and adapt programs accordingly.
Collaborate with school principals, teachers, and instructional staff to integrate and enhance literacy instruction division-wide. Promote a culture of collaboration and lifelong learning.
Foster partnerships with parents, community groups, and external organizations to support literacy development. Engage stakeholders in literacy promotion and resource development.
Assist in formulating educational policies and strategic plans related to literacy. Keep abreast of legislative updates, research trends, and best practices in literacy education.
Execute other responsibilities as needed, showcasing adaptability and dedication to the division's literacy goals.
ADDITIONAL JOB FUNCTIONS
Develops and update literacy instructional materials including but not limited to curriculum guides, parent/student documents, assessment instruments, and report cards.
Provides guidance in the selection of textbooks and other instructional materials and equipment for the assigned program.
Observes teachers as requested by building administrators and provides immediate feedback on their progress.
Develops, plans and conducts professional development activities for building-level administrators, instructional staff and trainers for division-wide literacy initiatives.
Serves on a variety of local and state committees, representing the school division in educational projects and initiatives.
Performs other duties as assigned.
Supervisory Responsibilities: Evaluate direct reports. Direct Reports include content supervisors.
Follows through other duties as assigned.
The duties of the Executive Director of Literacy and Targeted School Improvement will have been satisfactorily performed when the evaluation of this person is at standard or above on the applicable Performance Appraisal Criteria.
MINIMUM TRAINING AND EXPERIENCE
Proven expertise in literacy education, with a track record of improving literacy outcomes through effective program implementation. Demonstrated leadership abilities, capable of inspiring and supporting educators and students. Excellent skills in data analysis, curriculum development, and project management. Strong communication and interpersonal skills for engaging with diverse stakeholders. Advanced degree in education, literacy, or a related field is highly preferred. At least five years of teaching experience and three to five years of school administration or central office experience.  A postgraduate professional license endorsed in Administration and Supervision is required. Experience as a Principal is highly recommended and preferred.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIREDTO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, billing statements, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, purchase orders, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Does not require the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.)  Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Deep knowledge of literacy theories, curriculum alignment with standards, and best practices in instruction.
Strong strategic planning and leadership abilities to guide effective literacy programs and support educators.
Proficient in using assessment data for informed decision-making and improving literacy outcomes.
Effective communicator and collaborator, capable of engaging diverse stakeholders in literacy initiatives.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.
Primary Location Administration on Douglass Salary Range $104,931.00 - $175,427.00 / Per Year Shift Type Full-Time