School Superintendent jobs in North Carolina

FUNCTIONAL PURPOSE
Under general supervision, this position is responsible for managing, supporting, and coaching school leadership within an assigned area of schools. It will be focused on the support and accountability of district and school improvement efforts by building the capacity of principals to function as equity-centered leaders.

DUTIES AND RESPONSIBILITIES:
• Works in partnership with principals to address areas of school improvement. This includes defining effective instruction, frequent school visits to conduct co-observations of instruction and school operations, highlighting areas of strength and improvement informally and through strategic follow-up communication.
• Assists school leaders in the successful implementation of the teacher observation process.
• Uses assessment data and teacher evaluation data to identify and support principals in providing support based on demonstrated need. This includes ensuring principals set instructional priorities based on students’ needs and design outstanding site-based and area-wide professional development.
• Ensures principals implement rigorous intervention programs that improve student achievement.
• Assists principals with the implementation, monitoring, and evaluation of School Improvement Plans (SIP) and associated academic and environmental metrics, assists with the monitoring of teacher and site-level proficiency and value-added information.
• Work collaboratively with multiple departments to ensure schools have necessary support.
• Effectively messages key priorities verbally and in writing.
• Effectively communicates with diverse audiences, able to listen well and shift approach to create investment.
• Monitors that all students and stakeholders are treated fairly and equitably at each school site.
• Support principals in developing school communities that meet the diverse cultural and learning needs of each student.
• Confronts and alters institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.
• Prioritizes spending time with teachers and leaders in schools in order to diagnose root causes of instructional challenges and offers resources and support to improve instruction.
• Provides feedback to principals in all areas of the leadership standards and look-fors with a strong emphasis on the areas of instructional leadership and talent management, both informally and through the evaluation process.
• Ensures that each school has a strong instructional team by driving people development practices at schools (hiring, developing, and retaining top-performing staff members).
• Evaluates Principals using research-based practices around talent management and uses the process to promote ongoing feedback, reflection, and growth. Is frequent and clear with performance feedback and does not shy away from difficult conversations.
• Holds regular 1-on-1 coaching sessions with each principal (at least monthly for reflection/data review, problem solving around pressing issues, professional development planning and ensuring implementation of improvement efforts). Prioritizes being in schools for strategic site-visits.
• Plans and facilitates high-quality monthly meetings and professional development sessions with area of principals based on specific needs and highlights and celebrates strong practices and results happening in schools.
• Creates a collegial environment amongst principals by designing intentional opportunities for peer site-visits and observations, peer coaching, and other professional learning opportunities.
• Collaborates with Human Resources to maintain an accurate overview of instructional staff performance at each school in his/her portfolio.
• Regularly reviews data and monitors progress toward school-wide and teacher-specific academic targets, which contribute to cumulative District academic targets.
• Supports principals to build Instructional Leadership Team (ILT) capacity to effectively implement data-driven strategies for improving student outcomes at the site and area level.
• Addresses challenges in specific schools and common to all schools in performance areas.
• Enthusiastically promotes the Superintendent’s goals and priorities and contributes to senior team through open communication, active problem solving, and keeping students and equity at the forefront of all decisions.
• Is a consumer of educational research and models continuous learning through participation in professional development and ongoing leadership coaching.
• Performs other related duties as assigned.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES:

• Demonstrates the following equity leadership dispositions: reflect on personal assumptions, beliefs, and behaviors; publicly model a personal belief system grounded in equity, act with cultural competence and responsiveness in interactions, decision-making, and practice; purposefully build the capacity of others to identify and disrupt inequities in schools; confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with minoritized populations; create systems and structures to promote equity with a focus on minoritized populations.
• Knowledge of principles and practices of assessment, curriculum, instruction, educational leadership, educational best practices in literacy, math, ESL and special education.
• Knowledge of principles and practices of educational reform models and best practices.
• Knowledge of the use of technology for instructional purposes.
• Knowledge of classroom policies, procedures, and processes.
• Knowledge of principles, practices, and procedures of public administration in an educational setting.
• Knowledge of administrative principles and practices, including goal setting, program development, implementation and evaluation, and the management of employees through multiple levels of management.
• Knowledge of the functions, authority, responsibilities, and limitations of an elected Board.
• Knowledge of the principles and practices of developing teams, motivating employees, and managing in a team environment.
• Knowledge of the principles and practices of budget development and administration.
• Knowledge of the applicable legal guidelines and standards effecting District.
• Knowledge of social, political, economic, environmental, and related issues influencing District functions and activities.
• Knowledge of techniques for dealing with a variety of individuals from various socio-economic, ethnic, and cultural backgrounds, in person and over the telephone, occasionally when relations may be confrontational or strained.
• Knowledge of the principles and techniques of designing and facilitating effective oral presentations and professional development with adult learners
• Knowledge of designing, organizing, and leading systematic change processes in a large, complex, and diverse environment.
• Ability to build strong professional relationships that make others open to feedback and coaching, open to feedback from staff.
• Ability to improve student performance outcomes and overall school results. Has a proven track record of school improvement.
• Ability to be self-aware and able to connect with, motivate, and support people from diverse backgrounds.
• Ability to effectively utilize and manage limited resources to support strategic organizational goal attainment.
• Ability to maintaining composure and work effectively under stressful conditions.
• Ability to plan, organize, administer, coordinate, review, and evaluate a wide variety of District programs and services through school administrative staff.
• Ability to developing effective work teams and motivate individuals to meet goals and objectives and provide customer services in the most cost effective and efficient manner.
• Ability to develop and implement goals, objectives, policies, procedures, work standards, and internal controls.
• Skill in interpreting, applying, and explaining complex laws, codes, and regulations.
• Skill in preparing clear and concise reports, correspondence, and other written materials.
• Skill in using initiative and independent judgment within general policy guidelines.
• Skill in using tact, discretion, and prudence in dealing with those contacted in the course of the work; dealing successfully with a variety of individuals from various socio-economic, ethnic and cultural backgrounds, in person and over the telephone.
• Skill in operating a personal computer using standard and specialized software.
• Skill in communicating effectively verbally and in writing.

EDUCATION AND EXPERIENCE REQUIREMENTS:
• Minimum: Master’s Degree in Education or related field
• Desirable: Advanced Degree in Educational Leadership
• Minimum: Five years of experience in education administration in a K-12 environment as a principal; OR an equivalent combination of education, training, and experience as determined by Human Resources.

CERTIFICATION AND LICENSURE REQUIREMENTS:
NC Principal’s license required. NC Superintendent’s license desirable.

Pay Grade - Area Superintendent Schedule - Full-Time - 12 Months

When applying, please make sure to include all prior experience in your application.

Please provide at least two references.  One must be the current or most recent supervisor and the other a previous supervisor.