The Instructional Superintendent, Secondary is responsible for managing (1) the leadership of their assigned schools, (2) the performance of their assigned schools, and (3) the operations of their assigned schools. The core focus of the Instructional Superintendent, Secondary is to ensure that high-quality instruction is delivered in their schools, by continually assessing the quality of curriculum, instruction, and assessment at the school level. Therefore, the Instructional Superintendent is well-versed in child development, the fundamentals of sound pedagogy, and emerging practices that show the capacity to increase student achievement outcomes. Expertise in these three key areas enables the Instructional Superintendent, Secondary to observe classroom and school-wide practices, identify areas of strength and growth, and outline a course of action for continuous improvement. Thus, the Instructional Superintendent, Secondary manages, evaluates, and supports principals according to the standards of the Leadership Framework. The Instructional Superintendent also maintains excellent interpersonal relationships with parents and represents the District to relevant stakeholders and constituencies, including civic and business leaders on behalf of the Chancellor and the leadership team of the D.C. Public Schools.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Develops clear, specific, and ambitious performance targets and evaluates progress of their cluster programs and initiatives; and holds parties accountable and helps adjust strategy and approach accordingly to achieve goals laid out by the District leadership, especially the system’s A Capital Commitment five-year strategic plan.
Maintains constant contact with schools, spending approximately 80% of their time in the schools they manage, working with the leadership teams of those schools.
Develops, supervises, and evaluates school leadership in their cluster.
Builds the instructional leadership capacity of principals and school leadership teams with particular focus on pedagogy, data analysis, intervention, and professional development.
Leads a Cluster Support Team of 14-15 central office team members representing several content areas to ensure integrated support for schools by identifying gaps, setting goals for support, and measuring the impact of support on schools.
Collaborates with central office departments to provide the appropriate system resources that address the needs of schools.
Responds and coordinates follow-up support as needed in emergency situations. Directs the implementation of the District’s shared instructional and operational vision.
Fosters a vibrant and collaborative professional learning community among administrators across assigned schools. Demonstrates a commitment to antiracism, centers racial equity and inclusion, and interrogates how systemic and implicit biases play out in management practices; and proactively spots issues of equity and inclusion in the work and brings practical solutions.
Leads a racially diverse teams to great results, creates inclusive cultures where all members thrive, develops equitable processes and policies, and builds strong relationships across lines of identity and power.
Collaborates with the other instructional superintendents to share best practices.
Hears grievances and appeals and may act on behalf of the DCPS leadership team or the Chancellor on student transfers, expulsions, grades, and school staff disputes within the cluster.
Master's degree with ten years of related experience.
A minimum of five years of experience in the role of Principal or Head of School. Previous exposure to or experience in the education sector a plus.
A track record of school improvement success as evidenced by student achievement data. Urban school district leadership experience strongly preferred.
Knowledgeable of best practices in adult learning theory.
Americans with Disabilities Act (ADA)
The Office of Labor Management & Employee Relations (LMER) ensures that eligible employees receive benefits and opportunities equal to those provided to non-disabled employees. LMER also ensures that eligible disabled employees receive requested reasonable accommodations. Employees with inquiries regarding ADA policies should contact the Equal Employment Opportunity Unit, District of Columbia Public Schools, 1200 First Street, NE, 10th Floor, Washington, DC 20002, (202) 442-5424.
About DC Public Schools
Our public school students need your expertise, passion and leadership.
We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.
DCPS serves 45,000 students in the nation’s capital through the efforts of approximately 4,000 educators in 123 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.