D79 Deputy Superintendent, Citywide Programs

D79 Deputy Superintendent, Citywide Programs

Position Summary: New York City Public Schools (NYCPS) is the largest school system in the nation, with nearly 1 million students and approximately 135,000 employees, including almost 80,000 teachers and an annual budget of $39B+. NYCPS is committed to accelerating achievement in a system of 1,600 great schools. New York City schools have driven the NYCPS's work in adopting rigorous curricula for all schools, starting new small schools, and improving all schools to increase educational options for students and transforming the structure and culture of NYCPS to encourage educational excellence and the work necessary to support that goal.

The D79 Deputy Superintendent, Citywide Programs will serve as the key instructional support for High School Superintendents. The Deputy Superintendent will support the Superintendent in improving the performance of district Principals with respect to educational effectiveness, instructional leadership and school performance. The Deputy Superintendent will conduct site visits and work with Principals and instructional staff to address areas of improvement, concern, or focus identified by the Superintendent or other evaluators. The Deputy Superintendent may also act as the Superintendent’s designee for evaluative visits. The Deputy Superintendent will maintain district or citywide portfolios of up to 30 principals and 450 individual sites that operate until 9:00 PM. Performs related work.

Reports to: Superintendent

Direct Reports: N/A

Key Relationships: Superintendents, Office of the First Deputy Chancellor, Office of Teaching & Learning, Office of Postsecondary Readiness and the Office of School Quality.

Responsibilities

• Acts as Superintendent’s designee to conduct Principal Evaluations annually in accordance with 3012-d in specific content areas, including:
• Supervisory walkthroughs;
• Measures of Leadership Practice; and
• Measures of Student Learning.
• Participates in the refinement of district wide accountability policy to ensure that accountability tools continue to fairly evaluate and meet the needs of our schools.
• Advises the Superintendent and district leadership on establishing and maintaining a culture focused on student learning and achievement, leadership development, empowerment, and across the board accountability for improved outcomes of all students in all schools.
• Attends training and professional development opportunities to ensure appropriate training and certification.
• Supports principals in developing comprehensive school improvement plans, including strategic plans for curriculum, instruction, and organizational management.
• Provides professional development and onsite coaching to school principals and instructional staff to address areas of focus, concern, and high need for programs that operate in the evening. 
• Collaborates with NYCPS and community based agency providers, including City, State and Federal agencies.
• Develops a set of robust evening options for students under the direction of the Superintendent.
• Adopts a solution oriented approach to all challenges.

Qualification Requirements:

Minimum

Must currently possess or will possess by date of hire, New York State certification as a school district administrator (SDA) or school district leader (SDL); or the Administrator Certificate plus Superintendent extension. Please Note: We do not accept internship certificates.

For more information regarding the DOE’s supervisory certification requirements, as well as a link to the New York State Education Department’s website to apply for certification, please visit our website at https://www.schools.nyc.gov/careers/principals-and-assistant-principals/school-leader-and-supervisory-certification.

Preferred

• Three (3) years of successful experience as a public or private school principal.
• Respected, highly skilled instructional leader with broad experience as an educator across roles and student populations, e.g., general education, ELL, and special education.
• Proven record of success improving outcomes for all students by:
• using multiple data sources to inform instructional decisions; and
• using a cycle of inquiry and action research.
• Proven record of success supporting adult learning around:
• using multiple data sources to inform instructional decisions;
• using a cycle of inquiry and action research; and
• leadership development.
• Knowledge of data informed decision making, and inquiry.
• Knowledge of accountability and instructional tools including:
• 3012-d related initiatives;
• Periodic Assessments;
• Common Core Learning Standards; and
• Danielson Framework for Teaching.
• Commitment to outcome based accountability, data driven decision making, differentiated instruction, and continuous adult learning as drivers of improved student outcomes.
• Commitment and ability to clearly and accurately engage and inform parents and school communities about how each child and group of children is progressing compared to others and to involve school communities in improved student learning.
• Strong service and support orientation and facilitative style towards schools and school communities.
• Sophisticated understanding and ability to apply theories of and effective practices for:
• student learning, growth, and development;
• group process, communications, and organizational planning;
• deeply contextualized professional development;
• differentiated instructional strategies especially for high needs students;
• standardized, observational, performance-based and alternative assessments; and
• continuous principal, teacher, and student learning, including evaluation, self evaluation, and evidence driven adjustment of instruction and interventions.
• A deep understanding of the juvenile justice system and the ability to support youth in navigating it.
• Ability to collaborate with various stakeholders, including legal representatives, educators, and community organizations, to provide comprehensive support and resources.
• Support schools/programs with students supporting in reintegrating into society, pursuing education, and finding employment, thereby reducing recidivism and promoting positive life outcomes.
• Strong communication skills, empathy, and a commitment to youth development and rehabilitation.
• Previously conducted School Quality Reviews.
• Understanding and ability to support the instructional needs of:
• English Language Learners at all stages of English acquisition;
• Special Education students; and
• students identified as gifted.
• Ability to work effectively as part of a team with internal and external partners.
• Ability to work in non traditional instructional settings.
• Travel throughout the five boroughs to conduct Principal Evaluations for assigned district(s).

Salary: $212,167

NOTE: The filling of all positions is subject to budget availability and/or grant funding.

AN EQUAL OPPORTUNITY EMPLOYER

It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation.  For more information, please refer to the DOE Non-Discrimination Policy.