Job Title: Director, Redesign Team
School Year: 2021-2022
The Director, Redesign Team will be dedicated to one Redesign high school, serving as the leader of a core team of up to four full-time Design team members, working to plan, incubate, and prepare to implement a new school model to serve the needs of all students, particularly those furthest from opportunity. The Director will lead Redesign project management and support the other Design team members in community engagement and research and development for their pilots. Additionally, they will oversee pilot design, implementation, evaluation, and refinement. The Director will also serve as a key liaison between the core Design team, the school leadership team, central office staff, and external design partners. The Director will lead the strategic planning and change management processes for Redesign, recognizing the complexity and nuances of school transformation. This role is designed for an outstanding, entrepreneurial leader who is passionate about new school models and has a track record of successfully designing and launching innovative practices in schools that have produced results for students. This role is a one-year, grant-funded position, with the potential for extension pending additional funding.
This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Director, Redesign Team will report to the Deputy Chief, Design and Systems Improvement in the Office of School Design and Continuous Improvement. The Redesign Director will also serve as a collaborative partner to school leadership, to advise and confer on key decision points.
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.
- Builds and maintains effective relationships with school community, school staff, Design team members, central office staff, and external design partners.
- Leads and oversees the core Design team and coordinates the work of staff.
- Develops an understanding of best practices in implementing new and bold school models and central systems; stays current with latest research and practices of other high-performing innovative school districts; and incorporates relevant practices.
- Actively participates in regular professional development activities, both internal and external, such as attending inspiration visits, reflective discussions of professional practices, attending conferences, etc.
- Engages diverse stakeholders to lead the development of a redesign vision and selection of a new school model to meet the needs of all students.
- Leads the process of school model pilot design, implementation, and evaluation; problem-solves around implementation obstacles; and plans for sustainability.
- Engages in ongoing assessment of student progress in pilots using a variety of tools, and capturing and sharing results.
- Frequently analyzes progress to Redesign launch and adjusts plans and supports accordingly.
- Leads Redesign change management and strategic planning, including the design and implementation of retention strategy, professional development support plan, and data systems to support academic, operational, and cultural success.
- Advances the development of a bold and innovative new school model while affirming a culture of high expectations and ensuring that the school's vision and mission are reaching the students furthest from opportunity every day.
- Represents the work of Redesign efforts in the local community, building awareness of and trust in our work; and crafts an articulate and compelling Redesign story that helps people connect with the work.
The successful candidate is motivated by the mission to transform the District of Columbia Public Schools into the nation's highest-performing public school system. This position offers the opportunity to have a profound and lasting impact on student learning and achievement. Candidates must possess the following professional qualifications:
- To obtain an ASC, at minimum, applicants must: EITHER (1) possess at least a master's degree, (2) have spent two years or more in a full-time, K-12 school-based position, and (3) have earned a passing score on the School Leaders Licensure Assessment (SLLA) OR (1) possess a bachelor's degree and (2) have completed a state-approved program in K-12 Leadership/Administration. For a full description of ASC requirements, please visit OSSE's website: OSSE ASC Requirements.
- At least ten years of relevant work experience, with urban school district teaching and school leadership experience strongly preferred.
- A deep belief that all students can thrive in a challenging, high-quality, nurturing, and supportive learning environment; and a deep commitment to educational equity and serving the needs of students furthest from opportunity.
- Experience with human-centered design process preferred.
- Experience developing meaningful relationships with diverse stakeholders.
- Proven capacity for leadership, including the ability to effectively assemble and motivate a team to achieve ambitious and measurable results, even through challenging work.
- Track record of managing towards and achieving exceptional results for students, particularly those furthest from opportunity.
- Proven capacity for effective project management and ability to deliver on complex projects even in the face of challenge or ambiguity.
- Continual learner who has an appetite for new approaches, a willingness to learn from mistakes, and the patience and skill to implement change.
- Highly collaborative and excited to work with an interdisciplinary team of internal and external stakeholders.
- Demonstrated experience developing internal tools, systems, and processes to increase school success.
- Excellent written and oral communication skills; and willingness to work in a fast-paced, changing environment and adjust course to meet the school's redesign needs.
- STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
- COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
- EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
- EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
- TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
- JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.