BASIC FUNCTION: Under the direction of an assigned Network Superintendent, the Deputy Network Superintendent is responsible for providing leadership to assigned schools ensuring alignment with the District's goals and objectives. In partnership with local community-based organizations and city/county agencies (police, social services, health, juvenile justice), facilitate the optimum use of resources to enable the academic and social emotional success of all students. The Deputy Network Superintendent ensures the use of effective instruction in every classroom for every student, every day; the development of safe and supportive schools; and the cultivation of student literacy necessary for success in college and career. The Deputy Network Superintendent is responsible for understanding the needs of the students, families, and the community of the assigned schools and assisting the principal and Network Superintendent implementing the best strategies for meeting those needs.
Assist the Network Superintendent in supporting and leading efforts to turn around struggling schools and play a critical leadership role in transforming each school to a full-service community school model, supporting the District's transition to a full-service community District. Duties will also involve access to confidential information concerning employer-employee relations.
REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but it is intended to accurately reflect the principal job elements).
Organizational Vision: Coordinate the development of a shared vision of academic excellence and social success and sustain focus on student outcomes.
- Collaborate in ensuring the network vision is aligned with community and District goals and outcomes, as related to academic and social success.
- Collaborate with the Network Superintendent and network principals in developing a common vision for community development and academic achievement
- Assist in developing a scorecard with specific goals and measures that reflects the academic and the social emotional success outcomes.
Community Resource Management: Develop and coordinate activities associated with needs assessment, resource planning, and ongoing measurement of results. Lead activities in partnership with all community stakeholders, using best practices in family and community engagement.
- Coordinate and attend neighborhood and community group meetings to understand the values, priorities, and needs of our families and residents in the neighborhoods surrounding our schools to provide support for ongoing academic and social emotional success.
- Represent OUSD at public forums, including local school board meetings and citywide meetings on public education, public policy, youth development, and after-school education.
- Respond to parents, guardians and community concerns in assigned schools.
- Develop an understanding of each school's culture, needs and strengths through frequent visits and conversations with principals, teachers, staff, parents, students and volunteers.
- Serve as an advocate for assigned schools in securing the resources and support that will help each school as needed; provide input on how resources should be applied to meet the needs of the network schools, students and families; develop funding proposals and other resource development strategies to enhance support and resources for assigned schools.
- Meet with parents, civic and community groups to explain and interpret matters relating to the educational programs and operations of the District as needed.
Pathways Facilitation: Lead the analysis and programmatic response to ensure continuous support for students as they progress through their career as lifelong learners.
- Collaborate with Network Superintendents, Deputy Network Superintendents and Leadership, Curriculum and Instruction (LCI) to analyze the transition from Pre-K to K, elementary to middle school, and middle school to high school. Ensure that the resources and support exists to ensure all students navigate the transitions successfully as part of a protected pathway throughout their District experience.
- Integrate data from pathways-analysis into network plans.
Tiered Support System for Students:
- Use the needs assessment to establish service offerings and the associated funding strategy to meet the various needs of at-risk students.
- Institutionalize ongoing measurement to track students and risk categories to formulate responses and to integrate them into the overall system of measurement and ongoing improvement.
- Collaborate with Research, Assessment and Data (RAD), site administrators and other staff to provide data on individual student progress to facilitate prevention and early intervention to reduce risk and promote student success.
Continuous Improvement and Ongoing Learning: Establish Continuous Process Improvement (CPI) protocols and professional development activities to institutionalize systems of rigorous accountability, ongoing measurement, and dynamic response to meet the challenges facing network schools to support students in their academic and social success.
- Assist site leaders in focusing on instruction and professional learning of school site staff, build capacity of instructional staff to deliver a data-driven instructional cycle, implement curriculum and pedagogy aligned to the Common Core and Next Generation Science Standards (NGSS) and dramatically increase student learning outcomes.
- Develop professional learning opportunities for site administrators to support transition to the Common Core and NGSS.
- Coordinate the development and implementation of network meeting agreements, processes and values to promote trust, collaboration, support, risk-taking, active reflection and inquiry, and sharing of best practices. This could be in the form of well-structured professional learning communities.
- Develop principal capacity to implement Results-Based Inquiry (RBI) cycles to establish site-based systems to collect and analyze data and make decisions with all stakeholders to support improvement in academic and social outcomes.
- Increase principal capacity to lead and facilitate high-leverage learning opportunities for adult staff to focus on quality teaching and learning.
- Collaborate with sites to implement professional development plans aligned with school/community/District goals based on student performance data and network scorecard targets.
- Coach and support school principals in organizational management, staffing and other school management areas in order to facilitate increasing levels of student achievement.
- Assist in instituting ongoing processes to measure progress based on network strategic plan and make necessary modifications.
- Review and monitor the implementation of school improvement plans and performance assessment for each assigned school.
Instructional Program Management: Collaborate and coach network principals to manage instructional programs to enhance student achievement. Direct and coordinate all activities related to the District's instructional delivery system and instructional program management cycle.
- Coordinate the overall activities of planning, developing, implementing and evaluating all District curriculum, instructional programs and instructional support programs.
- Collaborate with principals and District staff in developing and implementing instructional programs to align with District goals, targets and strategic practices and projects.
- Collaborate with principals and District staff in developing and implementing school-based intervention strategies and activities, including those beyond the regular school day and school year, to ensure effectiveness and alignment with goals and targets.
- Collaborate with LCI and RAD to ensure instruction and activities related to student learning are aligned with teacher, administrator and staff competencies.
- Engage principals in collecting, observing and analyzing achievement data to surface questions, patterns, and/or gaps in the instructional program models at the school and regional network level.
Human Resources: Ensure optimal management and resourcing of network and school staff. Use supervision and evaluation to promote principals' performance.
- Collaborate with Human Resources and principals in interviewing and recommending principal candidates by using the District's principal selection process; forward recommendations to Network Superintendent.
- Interview and recommend candidates to fill other school-site certificated and classified positions as required.
- Assist in developing, monitoring and supporting individualized growth plans for all principals, teachers and site-based classified staff in the network.
- Ensure principals appropriately and effectively supervise and evaluate teachers and other staff. Coordinate appropriate training as needed.
Financial and Resource Management: Collaborate with Network Superintendent to ensure optimization and alignment of schools' resources and finances in accordance with site plan goals and objectives. Ensure schools' utilize material resources to ensure optimal learning environments.
- Assist principals to make strategic and compliant use of resources, including time, funding, grants, staffing, and technical support.
- Collaborate with principals in developing and implementing the Local Control Accountability Plan (LCAP) to ensure compliant alignment of resources and strategic activities to achieve the climate/culture goals and targets.
- Assist in monitoring site budgets, enrollment, consolidations, class size reduction, and functioning of school site councils to ensure strategic, viable and compliant management.
- Identify and communicate new revenue and resource opportunities through external partnerships, federal and state grants that are aligned with school and District goals and strategic practices.
- Ensure sites provide equitable access and service/program delivery in accordance with federal and state law.
- Collaborate with the Chief of Schools, Network Superintendents and other District staff in supervising and monitoring the adoption, integrations, articulation and implementation of curriculum, including textbook adoption.
- Exercise proactive leadership in promoting the vision and mission of the District.
- Coordinate monthly staff and principal meetings, workshops and/or seminars; collaborate with Network Superintendents to plan quarterly all principal meetings.
- Participate in conferences, workshops and seminars to remain current trend and changes in education.
- Participate in District-wide administrative meetings, attend Board meetings and prepares and presents reports to the Board as required.
- Perform related duties as assigned.
TRAINING, EDUCATION AND EXPERIENCE: a Master's degree and seven years of progressively responsible experience in educational administration, including experience as a school principal.
Demonstrated knowledge and application of effective elementary education principles, practices and trends
LICENSES AND OTHER REQUIREMENTS:
- Valid California Administrative Services Credential
- Valid California Teaching Credential
- Valid California Driver's License
- Employment eligibility that may include fingerprints, tuberculosis clearance and/or other employment clearance
KNOWLEDGE AND ABILITIES
- Applicable sections of State Education Code and other applicable codes, laws, rules and regulations related to work scope
- Continuous Process Improvement (CPI) techniques and proficient data analysis skills such as data-based inquiry
- Community and governmental institutions in the regional network
- District resources and organization
- Instructional programs, methods, and practices to accelerate student learning and achievement
- Leadership development practices and effective supervision
- California standards, curriculum frameworks and current research-based practices and trends
- Adult learning principles and change-management theory
- Effective professional development practices, including data-based inquiry
- Formative and summative assessment instruments
- Diversity, sensitivity and competence with regard to issues of race, learning or other ability, ethnicity, culture, religion, gender, socio-economic group, sexuality or other orientations or cultural markers
- Enhance overall educational programs and services for all students by building capacity and consistency for effective change and sustainability
- Increase capacity, accountability, and efficiency for improved effectiveness among administrative and professional personnel
- Enhance communication, critical thinking skills, and collaboration among administrative and professional personnel
- Promote team-building and shared responsibilities among administrative and professional personnel
- Develop effective and actionable plans that integrate a complex set of analysis and resource decisions
- Apply efficient management skills; identify and develop leaders to effectively manage performance; provide direction and delegate major pieces of work
- Apply a systems approach to problem solving
- Attract external funding to support a well thought-out plan
- Develop effective working partnerships across all sectors of stakeholders in the community and local government
- Establish and maintain effective communications and working relationships among diverse groups of students, parents, District staff, and the community
- Support, monitor and evaluate instructional program effectiveness
- Use data to develop and analyze action plans
- Implement collaborative and team-building processes
- Plan, implement and monitor high-leverage professional development
- Facilitate dissent and conduct difficult and constructive conversations
- Provide timely and actionable feedback
- Manage and prioritize time effectively
- Provoke, inspire and motivate people to make progress toward goals
- Read, interpret, apply and explain rules, regulations, policies and procedures
- Demonstrate excellent and effective written and spoken communication skills in English, including content, context, communication, conciseness, grammar and usage
- Work effectively across diverse communities
Office environment; school sites; driving a vehicle to conduct work; making student home visits; fast-paced work; constant interruptions; potential contact with blood borne pathogens and communicable diseases; and potential violence from unstable individuals.
Consistent mental alertness; standing, walking, or sitting for extended periods of time; mobility to conduct work at school sites and other District facilities; lift/restrain/reposition/carry individuals to ensure safety; lift, carry, push, and pull moderate weight objects; bending and twisting at waist and neck; kneeling and bending at the waist, reaching overhead, above the shoulders and horizontally; dexterity of fingers and both arms and hands while performing duties, seeing to read, write, and use a computer; hearing and speaking to exchange information in person or on the telephone and make presentations.
OTHER PHYSICAL DEMANDS: Respond to emergency/life-saving situations which could require rapid response that would necessitate running.
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
Apply on company website