Position Overview The Office of the Chief of Schools (OCOS) is responsible for managing school performance for all schools within the District of Columbia with the goal of increasing the academic achievement of over 45,000 students. The Office provides leadership to Administrators, Principals, and Teachers so they may achieve academic excellence in their schools. The Office focuses on ensuring that our students are college and career ready in an environment that is safe, healthy, and engaging. We also have a focus on supporting our lowest performing schools through targeted efforts, supports, partnerships, and programs that support their needs. The School Turnaround and Performance division (OSTP) is responsible for supporting comprehensive school performance in underperforming schools. OSTP accomplishes this task by utilizing several tools: Race to the Top, School Improvement Grants, Comprehensive School Planning, providing cluster support, and quality school partnering. OSTP programs include the following: - School Improvement and CSP Support;
- Restructuring Support; and
- School Transformation.
The Specialist, School Turnaround will play a lead role in fostering a data-driven, results-focused culture within the schools. To that end, this individual will be primarily responsible for (1) comprehensive school planning, (2) effectively working with Principals and Superintendents to monitor school performance, (3) advising Principals and Instructional Superintendents regarding effective turnaround or school improvement strategies, and (4) ensuring federal and state compliance regarding turnaround initiatives (i.e., Race to the Top, School Improvement Grants and the Elementary and Secondary Education Act waiver). The Specialist, School Turnaround reports to the Director, School Turnaround and Performance. 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. - Works directly with the Cluster Instructional Superintendent and school Principal to develop high-quality comprehensive school improvement plans.
- Designs and manages each Cluster Superintendent's performance management processes.
- Translates complex analyses into a format that a broader audience can understand and act upon.
- Liaises with other teams to coordinate district support for Principals in operationalizing school improvement plans.
- Fulfills ad hoc data requests for Principals and Cluster Instructional Superintendents.
- Conducts program and administrative interviews, surveys, data analyses, and cost analyses.
- Evaluates the likelihood and consequences of non-compliance and/or deficiencies in DCPS procedures and plans.
Qualifications - Bachelor's degree in the social sciences, education, public policy, applied mathematics, statistics or related field.
- Three to five years of related work experience, in the field of public or education administration, business, performance measurement, program evaluation, data analysis, educational research or evaluation, or related field.
- Master's degree preferred.
- Previous exposure to or experience in the education sector a plus.
- Demonstrated success in using data analysis to inform strategic planning and decision-making, applying skills to communicate complex information to a variety of audiences easily and training others in measurement and target-setting.
- Excellent quantitative skills, including the ability to examine available data, apply decision rules and analytical methods, produce descriptive and inferential statistics, and prepare meaningful reports based on analyses that enable programmatic next steps and actions.
- Strong attention to detail and accuracy of information, including the ability to organize large amounts of data and track multiple projects simultaneously, setting priorities for analysis and use in consultation with numerous stakeholders.
- Excellent communication skills, including ability to contribute additively to discussions, drawing upon expertise to influence group outcomes.
Personal Qualities of Top Candidates - Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
- Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
- Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
- Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
- Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
- Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others
- Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
- Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.
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