OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → AREA ASSOCIATE SUPERINTENDENT

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Area Associate Superintendent

MONTGOMERY COUNTY PUBLIC SCHOOLS
CLASS DESCRIPTION
OFFICIAL TITLE: Area Associate Sprntndnt CODE: 0172 SQ/OQ: Not Applicable
WORKING TITLE: Area Associate Superintendent GRADE: NS MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under the direction of the deputy superintendent of school support and improvement, the area associate superintendent ensures a quality education for every student by supervising, coaching, supporting, and evaluating directors of learning, achievement, and administration (DLAAs) and ensuring every school is led by principals who demonstrate exemplary instructional leadership and efficient fiscal and operational management; promote equity and cultural responsiveness; and foster safe, caring and supportive school learning communities. Builds the capacity of DLAAs to select, support, and evaluate principals in their roles as instructional leaders day-to-day and over time. Builds synergistic partnerships among principals, parents, businesses, and other community stakeholders in the educational process. Monitors systemic school improvement processes to ensure school performance goals are aligned to local, state, and national accountability standards and address student and adult learning needs. Manages and facilitates the processes for the selection and evaluation of principals and holds DLAAs and principals accountable to improving the conditions of teaching and learning in each of their schools. The area associate superintendent is responsible for ensuring the district¿s mission and goals are achieved, while collaborating with district personnel and other executive staff members to ensure consistency of practice and prioritization of resources focused on academic achievement and equitable practices for all. As a member of the senior leadership team, the area associate superintendent ensures that DLAAs, with districtwide collaboration, provide differentiated and targeted support for principals to be effective instructional leaders.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of state and federal public school laws and the policies and regulations of the Montgomery County Board of Education, and the MCPS Program of Studies. Thorough knowledge of the A&S Professional Growth System and the Professional Standards for Educational Leaders, including implementation of the evaluation process and the leadership standards. Demonstrated ability to motivate, support, coach, supervise, and evaluate school system employees. Thorough knowledge of building the capacity of school leaders to develop and deliver programming that improves academic performance for all student populations and foster a culture of engagement with staff, parents, and community. Ability to develop principals¿ instructional leadership capacity through coaching and job-embedded differentiated professional development. Knowledge of school operations and the PreK¿12 school curricula. Ability to use multiple sources of data and educational technologies to diagnose strengths and needs of individual schools and school clusters to provide differentiated support to schools. Exceptional conceptual, analytical, organizational, and management skills. Excellent oral and written communication and interpersonal skills. Ability to build coalitions among diverse stakeholders.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree from an accredited college or university in educational administration, supervision, or curriculum development. Doctorate degree desirable. Three or more years of relevant experience with demonstrated experiences in improving student learning for all students and leadership as a school principal; five years¿ experience preferred. Demonstrated system wide leadership experience and commitment to developing effective local school leadership. Experience in planning for and implementing systems that establish, track, and evaluate achievement of desired outcomes. Demonstrated success in implementation of the A&S Professional Growth System and coaching and supporting principals in goal setting and planning and development of action plans that will assist school leaders in meeting instructional leadership objectives and schools to meet performance goals. Proven ability to develop and deliver programming that drives improved academic performance for all student populations. Experience with leading vertical articulation to prepare students to successfully transition to the next school level and strengthen the effectiveness of feeder patterns. Skilled at re-envisioning, building, and managing a team, especially in a time of growth and change. Demonstrates cultural competency and a deep understanding of complex issues facing a large urban district. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements for Administrator I and II and completion of Observing and Analyzing Teaching I and II or completion within one year of position start date.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Availability to work extended hours and weekends.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Supports and provides leadership to directors of learning, achievement, and administration (DLAAs) to create a culture of inquiry and mutual accountability among principals.

Initiates appropriate actions to develop the capacity of DLAAs to support principals by identifying the strengths to build on and in goal setting that includes gap analysis and needs assessment that will assist school leaders in meeting their instructional leadership objectives and schools in meeting performance targets.

Fosters continuous learning and collaboration among all DLAAs; conducts frequent observations, coaching, and provides feedback on the effectiveness of leadership practices that are differentiated and targeted to support DLAA and principals¿ growth as instructional leaders; collaboratively plans and leads weekly DLAA meetings; solicits feedback from all principals regarding key areas of DLAA support.

Utilizes data management systems to analyze student, classroom, school, program, and cluster data trends to identify strengths, areas of need and determine programs, and services.

Prepares a variety of reports and correspondence; disseminates best practices to schools and communities, and proposes ways to address performance challenges.

Collaborates with all district leadership on new and existing district-wide initiatives to provide leadership, feedback on fidelity of implementation, and the direct impact on schools.

Collaborates with the deputy superintendent and other executive staff members to develop the annual budget and ensure appropriate allocation of resources to schools.

Advises the deputy superintendent of school support and improvement and executive staff on school academic and operational matters.

Accesses and provides technical assistance to DLAAs regarding school operations; supports principals in managing and responding to serious incidents, complaints from the public, and compliance issues.

Manages staffing allocations to schools.

Manages the process for mentoring, recruitment, interviewing, and selection of principals that match needs of the district and the specific schools to which they are assigned.

Assists DLAAs in developing and implementing programming that builds the instructional leadership capacity of principals with a focus on instruction, data analysis, and aligned interventions.

Works closely with community leadership and stakeholders. Represents the superintendent of schools as needed and clearly articulates system priorities, polices, and interests.

Works with legal staff and the Office of Employee Engagement and Labor Relations on personnel and other related matters as appropriate.

Serves with other educational leaders on work groups, committees, and project action teams.

Understands and applies the standards established for the three MCPS Professional Growth Systems (PGS).

Performs related duties consistent with the scope and intent of the position.

Class Established: 7/1996
Date(s) Revised: 7/2002, 4/07, 3/12, 3/15, 12/17
Last Reviewed:

This description may be changed at any time.

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