Associate Superintendent

Below is specific information for you to consider about this position.

Job Title: Associate Superintendent and Requisition ID number: 102890

Close Date: 11:59 PM on

Organizational Unit: Office of the Associate Superintendents (10000137)

Site: Davis Center (0001)

FTE: 1.0; this is based on full-time equivalency with 1.0 being full time

Union: Non-Represented(44)

Functional Area: Administrative

Salary Range: $144,130 - $215,814

Benefits: Dental insurance | Health insurance | Vision insurance | Paid time off | HSA & FSA | Retirement plan

Resume and Cover Letter are mandatory to apply for any position.

Associate Superintendent

SUMMARY

Under general supervision, responsible for managing, supporting and coaching school leadership within an assigned academic zone. This role requires skills in academic leadership, coaching, professional development, personnel and resource management, collaboration with key internal and external leaders to achieve ambitious goals, and operating in an entrepreneurial and outcomes-oriented fashion.

ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

• Work 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.
• Assist school leaders in the successful implementation of teacher observations.
• Use assessment data (e.g. FAST, MCA) 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 zone-wide professional development.
• Ensure principals implement rigorous intervention programs (such as MTSS) that improve student achievement.
• Assist principals with the implementation, monitoring, and evaluation of School Improvement Plans (SIP) and associated academic & environmental metrics, assist principals 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 verballyand in writing. Effectively communicates with diverse audiences; able to listen well and shift approach to create investment.
• Builds strong professional relationships that makes others open to feedback and coaching; open to feedback from staff.
• Self-awareand able to connect with, motivate and support people from different backgrounds.
• Prioritizes spending time with teachers and leaders in schools in order to diagnose root causes of instructional challenges and offer resources and support to improve instruction.
• Provide feedback to principals in the areas of instructional leadership and talent management, both informally and through the use of the SOESL and evaluation process.
• Ensure that each school has a strong instructional team by driving people development practices at schools (hiring, developing and retaining top-performing staff members).
• Evaluate principals using the Standards of Effective School Leadership rubric through formative discussions and a yearly summative evaluation.
• Hold monthly 1-on-1 meetings with each principal (monthly reflection/data review, problem-solve around pressing issues, professional development planning and ensure compliance).
• Collaborate with the Human Resources office to maintain an accurate overview of instructional staff performance at each school in his/her portfolio.
• Regularly review data and monitor progress toward school-wide and teacher-specific academic targets, which contribute to cumulative District academic targets.
• Support principals to build ILT capacity to effectively implement data-driven strategies for improving student outcomes at the site and zone level.
• Address challenges in specific schools and common to all schools in performance zone.
• Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
• Enthusiastically promotes the Superintendent's goals and priorities in compliance with all policies and procedures.

MINIMUM QUALIFICATIONS

Education, Training and Experience Guidelines

Master's Degree in Education or related field; AND five (5) 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.

Knowledge of:

• Principles and practices of assessment, curriculum, instruction, educational leadership, educational best practices in literacy, math, ESL and special education.
• Principles and practices of educational reform models and best practices.
• Use of technology for instructional purposes.
• Classroom policies, procedures and processes.
• Principles, practices and procedures of public administration in an educational setting.
• Administrative principles and practices, including goal setting, program development, implementation and evaluation, and the management of employees through multiple levels of management.
• Functions, authority, responsibilities and limitations of an elected Board.
• Principles and practices of developing teams, motivating employees and managing in a team environment.
• Principles and practices of budget development and administration.
• Applicable legal guidelines and standards effecting District.
• Social, political, economic, environmental and related issues influencing District functions and activities.
• 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.
• Principles and techniques of making effective oral presentations.

Skill in:

• Designing, organizing and leading systematic change processes in a large, complex and diverse environment.
• Effectively utilizing and managing limited resources to support strategic organizational goal attainment.
• Maintaining composure, and working effectively under stressful conditions.
• Planning, organizing, administering, coordinating, reviewing and evaluating a wide variety of District programs and services through school administrative staff.
• Developing effective work teams and motivating individuals to meet goals and objectives and provide customer services in the most cost effective and efficient manner.
• Developing and implementing goals, objectives, policies, procedures, work standards and internal controls.
• Interpreting, applying and explaining complex laws, codes and regulations.
• Preparing clear and concise reports, correspondence and other written materials.
• Using initiative and independent judgment within general policy guidelines.
• 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.
• Operating a personal computer using standard and specialized software.
• Communicating effectively verbally and in writing.

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver's License may be required.

Must possess and maintain a valid Minnesota Superintendent license.

Must possess and maintain a valid Minnesota Principal license.

Posses and maintaining a valid Minnesota Teaching licenses is preferred.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a classroom and a general office environment, with moderate physical requirements; requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. Jobs in this category may require walking or standing to a significant degree, long periods of working with computers, and working with children.

ORGANIZATIONAL INFORMATION

• Bargaining Unit:Non-Rep
• Grade:E20
• FLSA Status:Exempt
• Job Group:District Administration
• Revised:May3, 2018

Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | Office of the Associate Superintendents (10000137) | Davis Center (0001) | Administrative