Oakland Unified School District Job - 45975589 | CareerArc
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Company: Oakland Unified School District
Location: Oakland, CA
Career Level: Executive
Industries: Government, Nonprofit, Education




BASIC FUNCTION: Under the direction of the Deputy Chief of Continuous Improvement, the Network Partner is a strategic thought-partner to schools undergoing comprehensive and targeted improvement. In coordination with the Directors of Continuous Improvement, Network Partners will support Principals, Instructional Leadership Teams (ILT), Network Superintendents and Deputy Network Superintendents in both operations and instructional management.  The Network Partner will assist in providing schools with guidance and support in facilitating strategic data inquiry to make instructional improvements; creating organizational systems and structures to build professional capacity facilitating Principal and teacher collaboration and training. The Network Partner provides leadership in evaluating school performance, identifying priorities for improvement and planning effective change.  Network Partners ensure the implementation of professional development, District curriculum, Single Plan for Student Achievement (SPSA) and program monitoring.  Network Partners develop a coaching relationship with the Principal and leadership team with the goal of learning together and implementing strong organizational systems for smooth school operations, thereby improving conditions for instruction, student achievement and the overall school environment.  

This position also interfaces with staff and faculty on a continual basis and requires a high degree of interpersonal skill and human relations ability.  All job functions are to be executed with high quality customer service.  Customers include school site administrators, teachers and staff, students, parents/guardians, ILTs, Network and Deputy Network Superintendents, District Leadership, central office staff and community members. Examples demonstrative of high quality service may include, but are not limited to, prompt responses to data inquiries, professional and courteous verbal and non-verbal communication, and proactive problem solving.


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 is intended to reflect the principal job elements accurately.)



  • Provide direct ongoing support, coaching, mentoring, facilitation and technical assistance to Principal partners to achieve objectives and complete deliverables.  
  • Assist the school administrators in developing a culture of data-driven decision making and professional learning that guides measurable goal setting and action planning to support the development and implementation of an effective school improvement plan.
  • Provide coaching to school administrators in the use of data to judge the impact of instructional programs on student learning and school and community improvement.
  • Collaborate with school administrators and central office departments to disaggregate and interpret various types of data to measure and improve student achievement and program effectiveness.  
  • Coordinate training for school leadership to move them effectively through the school improvement process.  
  • Coordinate non-instructional training needs and develop appropriate training and/or identify appropriate training resources
  • Facilitate mutual problem solving to assist Principals in implementing and mastering best practice leadership skills.
  • Coordinate support for district & school leaders with operations, support staff training, and professional development.
  • Serve as a strategic thought-partner to Principals, ILTs, and Network and Deputy Network Superintendents in the use of instructional frameworks, high impact best practices, formative assessments, benchmark assessments, differentiation, timely adjustments and modification of instruction and Response to Intervention (ROI).  
  • Assist in assessing current practices and capacity around implementing results oriented cycles of inquiry.  
  • Develop expertise in continuous improvement process, methods and tools to educate and support Principals, Instructional Leadership Teams, Network and Deputy Network Superintendents and community partners. 
  • Effectively use the OUSD data management system to analyze and format data for Principal and teacher analysis. 
  • Assist in the selection of researched-based continuous improvement processes and professional development to offer the greatest opportunities for improvement in student achievement.  
  • Plan and co-facilitate with Central Office leaders data analysis meetings with grade levels, leadership teams and School Site Councils. 
  • Develop and cultivate relationships with parents, community stakeholders, including leaders in education, business, faith, nonprofit, philanthropic and civic sectors.  
  • Assist Principal and school leaders in managing a committee of community partners to build capacity and oversee progress on collaborative continuous improvement around key strategies.  
  • Conduct high-quality, sustained training sessions, presentations and workshops; provide information on the progress of network schools through presentations and written reports.  
  • Provide professional development for Principals and teachers in accessing/interpreting data to track the progress of all students in their schools and provide leadership in assisting in bridging the achievement gap for identified students.  
  • Establish an easy replicable process for completing an annual progress report to ensure reporting becomes part of standard work related to educational progress in the Network.  
  • Manage discrete operational projects as assigned by principals and Network Superintendents, including student information systems, attendance, volunteer coordination, school calendar creation, student enrollment system, coordination of student testing, bus schedules, opening and closing of schools, and other areas.
  • Develop procedures and provide guidance in developing, implementing and monitoring and revising the SPSA.
  • Solicit feedback and input from school staff on operational challenges and opportunities in a proactively and timely manner and present findings to principal and other administrators for review and consideration.
  • 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 Assistant Principals to support transition to the Common Core and NGSS. 
  • Assist Network Superintendents and Network Deputy Superintendents with quality monitoring.  
  • Conduct high-quality, sustained training sessions, presentations and workshops; provide information on the progress of network schools through presentations and written reports.  
  • Serve as trusted resource to principals and other administrators and facilitate communication within schools and throughout the District.
  • Provide and coordinate non-instructional training including District procedures, staff development, technology applications, operations management, and other areas as needed. 
  • Attend District, state and national meeting to provide up to date techniques and programs; engage in continuing professional growth and keep abreast of recent developments in education and continuous school improvement processes through in-service, classes, research and conferences.  
  • Provide cross training to department personnel.  
  • Perform related duties as assigned.


The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities.  Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.



  • California Department of Education Frameworks governing work scope such as:  Common Core Standards, Content Standards, Curriculum
  • Response to Intervention principles and techniques 
  • Full Service Community School movement
  • Current District curriculum and school instructional programs and strategies
  • Effective strategies for leading whole school and whole systems improvement 
  • Utilization of various forms of assessment to guide and design instruction
  • Effective pedagogy for ethnic populations, English, and Standard English Learners
  • Applicable federal, state, and District codes, regulations, policies and procedures governing work scope
  • Technology as it relates to education
  • Interpersonal skills using tact, patience and courtesy
  • Knowledge of organizations, operations, policies and objectives of public education
  • Planning, organization and coordination needed for assigned program
  • Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff
  • Group facilitation and professional development
  • Excellent English usage, grammar, spelling, vocabulary and punctuation
  • Computer software, hardware, and related technology (Google platform)


  • Continuously seek quality service and process improvements in order to support a mission and strategic vision
  • Use a consultative approach to resolving work related issues
  • Establish, coordinate and maintain communication with school staff, community and parent groups
  • Plan and organize work
  • Lead and model effective team work
  • Demonstrate cultural competence with diverse groups across race, ethnicity, religion, gender, class, and sexuality
  • Analyze situations accurately and adopt an effective course of action
  • Establish and maintain effective working relationships with multi-faceted public and private agencies and District departments, community, and others of diverse backgrounds, experience, and personalities
  • Model effective communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and customers
  • Complete work with many interruptions
  • Manage multiple projects simultaneously
  • Read, interpret, apply and explain rules, regulations, policies and procedures
  • Independently perform highly complex research and special assignments
  • Maintain statistical records and prepare comprehensive, highly complex reports
  • Demonstrate excellent and effective written and spoken communication skills in English, including content, context, communication, conciseness, grammar and usage
  • Prepare and deliver oral presentations
  • Operate personal computer, related software, and other office equipment


  • Bachelor Degree or its equivalent required (2 years of similar and relevant work level experience = 1 year of college) in education, research, social work, social policy, planning or public health preferred.  A combination of experience and education may be used to meet the Bachelor Degree requirement; however, the work experience years used to qualify for the Bachelor Degree requirement cannot be used to meet the work requirement.  
  • Master's degree highly preferred
  • Five (5) years' experience in leadership, and/or school reform including school-level experience and three (3) years coaching or mentoring Principals and/or teachers
  • Strong instructional and administrative knowledge required 
  • Excellent project management, organizational, problem-solving, analytical skills and leadership required 
  • Knowledge of the continuous improvement model and process preferred  
  • Experience in analyzing student assessment data, instructional planning and professional development of school site staff
  • Experience or coursework in research and evaluation, data inquiry, curriculum, professional/adult coaching and learning and/or facilitation preferred
  • Valid Administrative Services Credential preferred but not required
  • Valid California Teaching Credential with English Learner authorization preferred but not required
  • Valid California Driver's License, if applicable


Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance




Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions



Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.



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.

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