Chief Financial Officer

St. Louis Public Schools- St. Louis, Missouri

Saint Louis Public Schools, located in Missouri, seeks an individual with strong administrative skills. The Chief Financial Officer (CFO) at Saint Louis Public Schools serves as a pivotal member of the senior leadership team, responsible for steering the district's financial strategy and operations. The CFO is responsible for the overall financial health, planning, and management of the district. This role will oversee strategic financial initiatives, maintain fiscal integrity, and ensure compliance with federal, state, and local regulations, particularly in relation to public education funding, grants, bonds, tax-related requirements and Proposition S.

The salary will start at $165,000.00. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications and meeting the necessary criteria.

Interested candidates may apply online here.

Ph: 319/393-3115

E-mail: molly@rayassoc.com

Application Deadline: November 30, 2024

Please do not contact the Superintendent or District directly.

Superintendent

Milwaukee Public Schools - Milwaukee, Wisconsin

Superintendent of Schools

Greenburgh Central School District -Hartsdale, New York

Apply to www.macnjake.com

Position

Superintendent of Schools, Greenburgh Central School District (Hartsdale, NY)

Job Description

The Greenburgh Central School District Board of Education is seeking an experienced,
visionary leader to serve as the Superintendent of Schools. This individual must be
student-centered, community-focused and capable of addressing the needs and aspirations of a
diverse community. The Superintendent will lead the district in fostering an inclusive,
transformative, data-driven educational environment.

About the District

Located just 30 minutes north of New York City, the Greenburgh Central School District serves a
vibrant and diverse community of approximately 23,228 residents across 6.2 square miles. The
district is comprised of five schools:

● One middle-high school (grades 7-12)
● Three elementary schools (grades K-1, 2-3, and 4-6)
● One Early Childhood Program offering full-day Pre-K

With an enrollment of 1,691 students (2023-2024 data), the district is committed to academic
excellence and continuous improvement for all students and staff.

Candidate Qualifications

The ideal candidate will possess the skills, experience, and vision necessary to lead with
excellence and foster a culture of high expectations. The Board seeks an individual with the
following qualifications:

1. Educational Leadership:

A proven leader with strong communication skills, both written and verbal, who can
effectively engage with students, parents, staff, and community stakeholders. The candidate
should demonstrate expertise in using various platforms, including social media, to maintain
open lines of communication.

2. Cultural Competence:

A leader with a deep understanding of and experience in diverse communities, who is
innovative, ethical, flexible, and committed to equity and inclusion. The candidate should
demonstrate integrity, humility, and a strong moral compass.

3. Collaborative Leadership:

A confident leader who is committed to build and maintain trust with the Board of Education
through communication and collaboration to strengthen district governance. An enthusiastic
leader who will integrate into the school community and work in partnership with the district
administrators to set and achieve academic goals. This individual must be capable of
monitoring progress and holding all members of the district accountable for achieving
excellence.

4. Financial Acumen:

A leader with expertise in budget development, facilities management, and collaborative
negotiation. The ideal candidate will possess the ability to inspire and motivate staff, while
fostering financial sustainability and growth within the district.

5. Visionary Leadership:

A forward-thinking leader with a passion for education and a clear vision for continuous
improvement. The candidate should have a desire to create a lasting legacy of success and
sustainability for the district.

6. Instructional Expertise:

A visible and dynamic instructional leader who can inspire both staff and students to reach
their highest potential. The candidate should demonstrate a strong commitment to academic
success and student achievement.

Preferred Experience and Credentials

● Experience as a Superintendent or in central office leadership is preferred.
● Prior experience in a public-school setting as a classroom teacher and building leader is
preferred.
● Experience with the International Baccalaureate (IB) program is desired.
● A doctorate degree and residency within the community are strongly preferred.
● Candidates must hold or be eligible for New York Superintendent certification.

If you are a forward-thinking leader committed to making a lasting impact on a diverse and
thriving school district, we invite you to apply for this opportunity to lead Greenburgh Central
School District to its next level of excellence.

Salary

$250-$290k

School Website

https://www.greenburghcsd.org

Consultants

McPherson & Jacobson, L.L.C., Executive Recruitment and Development is assisting the Board
with candidate recruitment and screening

Primary Contacts

Dr. Candis M. Finan - c_finan@macnjake.com

Dr. Kathleen Sottile - k_sottile@macnjake.com

McPherson & Jacobson, L.L.C.
11725 Arbor Street, Suite 220
Omaha, NE 68144

888-375-4814

Email: apps@macnjake.com

Search Timeline (subject to revision if required)
● Closing date for application: November 26, 2024
● School Board selects finalists to interview: January 2025
● Finalists Interviews with the School Board: January/February 2025
● Selection of New Superintendent: February/March 2025
● Start date: Contract dependent July 1, 2025

The Greenburgh Central School District is an Equal Opportunity Employer. The district does not
discriminate on the basis of race, religion, color, sex, age, national origin, or disability and, when
needed, will provide reasonable accommodations to applicants and employees. Anyone
requesting a reasonable accommodation in the application or recruitment process please
contact McPherson & Jacobson at the address/phone/email above.

Superintendent of Schools

Jericho Union Free School District - Jericho, New York

The Board of Education of the Jericho Union Free School District seeks an outstanding
leader to serve as Superintendent of Schools beginning July 1, 2025.

Jericho, NY is a suburban town located on the North Shore of Long Island in Nassau County,
approximately 30 miles east of midtown Manhattan. The school district includes the Hamlet of
Jericho, portions of Westbury and the Villages of Muttontown, Brookville, and Old Westbury. Jericho
is culturally, professionally, and socioeconomically diverse. It has a proud history of volunteerism
and community support for its highly-regarded educational system and community-at-large.

The District enrollment is approximately 3,300 students in grades Pre-K-12. The District consists of a
high school (grades 9-12, approximately 1,300 students), a middle school (grades 6-8,
approximately 800 students), and three elementary schools (grades Pre-K-5, approximately 1,200
students). The elementary class size is capped at 23. 

The District budget is nearly 140 million dollars, which is consistently passed by the community in
support of our children. The district is in excellent financial health and is routinely lauded by its
auditors for its internal controls and excellent financial management.

Niche.com and US News & World Report consistently rank Jericho as one of the best open
enrollment public school districts in the country. Additionally, the teaching staff is highly rated and
the District has been ranked as one of the best and safest places to work.

The District employs over 750 people, all with the goal in mind – “Success for Every Student,” and
distinguishes itself by strong leadership that establishes a clear vision and fosters a positive culture.
The District prioritizes academic excellence through a rigorous curriculum and highly qualified,
dedicated educators who continuously develop their skills through professional development. Access
to counseling services, mental health awareness programs, and ongoing training for staff to
recognize and address students emotional and psychological needs is a top priority. 

A commitment to introducing students to real-world experiences and problem-solving begins at the
elementary level. Critical thinking, project-based learning, technology-infused courses, civic
mindedness and culturally responsive teaching and learning are at the core of our instructional
programs. Progressive learning experiences are enhanced by our extensive offering of college-level
courses.

Designated as a National Blue Ribbon School of Excellence, Jericho High School is one of the top-
ranked public high schools in both New York State and the nation. Jericho High School is
consistently recognized for its academic excellence and commitment to student success. Each year,
nearly 20% of the graduating class is recognized by the National Merit Scholarship Program, and
students collectively take almost 3,000 Advanced Placement (AP) exams. With over 200 course
offerings, including 27 AP courses and 35 college-level classes in partnership with top universities,

Jericho students are well-prepared for their future academic and professional pursuits. Jericho
students consistently earn recognition in prestigious state and national competitions across various
fields, including the arts, business, debate, journalism, research, and robotics.

Unparalleled services for children with learning differences are also offered. The Academy is a
program within the high school that supports students who display school avoidant behaviors and/or experience difficulty with learning in traditional school environment work toward earning a Jerichodiploma. The District offers life skills classes focusing on adaptive and daily living skills,
functional and social communication, and pre-vocational and vocational training. The district offers a full continuum of ratios/settings for students with disabilities working toward a Regents diploma. Also, English language services are provided to support the ENL population.

Our facilities are state-of-the-art, modern and updated. Recently renovated auditoriums, technology
labs, art and music rooms, science labs, a research lab, and air conditioning in all instructional
spaces enhance the learning experience. The recent addition of an Anatomage table enables our
students to study anatomy in a revolutionary 3D education platform.

Jericho’s commitment to diversity and inclusion ensures that everyone is respected and valued, and
creates a welcoming environment that values all students identities. Additionally it prepares young
people to thrive in a diverse society.

While Jericho is known for its academic success, it is not what defines the district. Students are
altruistic, annually completing thousands of volunteer hours, fostering a sense of responsibility and
developing essential skills such as leadership, empathy, and teamwork. Student voice is encouraged
as it empowers students to have a sense of ownership in their education and creates a more
inclusive school environment. The Board of Education has a student Board Representative, elected
by his or her peers, that meets with the Superintendent and Board on a regular basis.

The Jericho athletic program is robust and growing. The District has been named a New York State
Scholar Athlete High School of Distinction for 19 consecutive years. Currently there are
approximately 30 Middle School teams, 18 Junior Varsity, and 30 Varsity teams. Our facilities are
outstanding, featuring a turf field that was recently installed. 

A wide range of offered extracurricular opportunities promotes well-rounded development. Jericho
consistently has students and teachers recognized for accomplishments in the Fine and Performing
arts, and has been named a Best Community for Music Education for over 20 consecutive years.

Salary Range: $275,000 - $325,000, negotiable based on experience and qualifications, plus a
highly competitive benefits package.

Start Date: Anticipated July 1, 2025

https://hyasearch.com/job/superintendent-jericho-ny/

Superintendent of Schools

Community High School District 128 - Vernon Hills, Illinois

The Next Leader

Community High School District 128, in Vernon Hills, IL, seeks an inspirational, collaborative
leader who embraces the mission of the district to develop graduates who are DARING
(dreamers/doers, aware, resilient/healthy, inquisitive, nimble, global). The ideal candidate will
have an accomplished record as a leader, outstanding communication skills, visionary
instructional leadership background and a proven track record of collaboration and team-building.
This is a unique and highly rewarding professional opportunity for a qualified and experienced
superintendent to provide leadership to two high-achieving suburban high schools.

The District

Community High School District 128 is located in the northwest suburbs of Chicago,
approximately 40 miles from downtown. This area of Lake County is known for its schools, parks,
family-orientation, vibrant communities and overall high quality of life. The District has over 3,000
students enrolled in grades 9–12. The district’s three schools, Libertyville High School, Vernon
Hills High School and the transition school Transition Pathways, serve students from several
communities, including Libertyville, Vernon Hills, Green Oaks, Rondout, Mundelein, and Mettawa.

District 128 students and staff are consistently recognized on the local, state and national levels
for their outstanding academic and extracurricular achievements. District 128 was named the
number one school district in Illinois in the 2019 Best Schools ranking by Niche.com. U.S. News
& World Report ranks LHS 12th and VHHS 15th among Illinois high schools, and in the top 3% of all
public high schools nationally. Both high schools are recipients of the U.S. Department of
Education National Blue Ribbon of Excellence Award, with LHS receiving the honor in 2018 and
1990 and VHHS receiving the honor in 2010.

The schools are supported by highly qualified and dedicated faculties and support staff, and by a
hard-working, committed and supportive Board of Education. Additional information about the
school districts may be found at https://www.d128.org

To Apply

To complete an online application, electronically submit a resume, letter of
interest, three up-to-date letters of reference, proof of appropriate licensure and copies of
transcripts to www.bwpassociates.com. The application deadline is December 12, 2024.

BWP & Associates, Ltd.
827 N. Milwaukee Ave, #221
Libertyville, IL 60048

For additional information, contact BWP search consultants:

Dr. Joe Porto 847.533.3587
Dr. Phil Ehrhardt 630.514.7003
Dr. Victoria Hansen 708.257.7625

Chief of Technology

Las Cruces Public Schools - Las Cruces, New Mexico

Superintendent

Rocky River City Schools - Rocky River, Ohio

Rocky River City Schools (RRCS), located in Rocky River, Ohio, a residential suburb west of Cleveland, is conducting a comprehensive national search for an energetic, forward-thinking superintendent to lead this outstanding district. The new superintendent will begin on or about August 1, 2025.

Guided by the Strategic Plan, RRCS’s mission is to provide a caring environment and exceptional
opportunities, resulting in successful students who are globally competitive. RRCS, a district of 2,596
students, is highly regarded nationally.  

Final leadership characteristics are expected to be available and posted on or around November 4, 2024. Candidates must have or be eligible for an Ohio Professional Superintendent License. Based on
qualifications and experience, a multi-year contract and a regionally competitive compensation package will be offered, subject to negotiation.

Applicants should submit a letter of interest based on the desired characteristics, resume, and
completed application. Applications are open until January 3, 2025.

To learn more about Rocky River City Schools, see https://www.rrcs.org/AbouttheDistrict.aspx

Link to HYA Website to Apply: https://hyasearch.com/job/superintendent-rocky-river-oh/

Principal

Wallingford-Swarthmore School District - Wallingford, Pennsylvania

Apply to www.macnjake.com

Position Description

The School Board of the Wallingford-Swarthmore School District located in Wallingford,
Pennsylvania is seeking a highly qualified and experienced, visionary leader to serve as
Superintendent. The Superintendent will serve as a student oriented, forward-thinking leader
who is prepared to continue to move the District toward exceptional and inclusive curriculum
and learning while developing strong partnerships throughout the District’s communities.  

The Wallingford-Swarthmore School District (WSSD) sits nestled in the heart of Delaware
County. The District geographically spans about seven square miles and serves the boroughs of
Swarthmore, Rose Valley, and Rutledge and the township of Nether Providence. We are fortunate
that Swarthmore College resides in our district, infusing a culture of academic excellence.  Being
30 miles from the center of Philadelphia, WSSD residents partake in the vibrancy of a great city
which can be easily accessed by train or car.    

A large percentage of area school-age children attend the District’s five schools, and the District
has dedicated itself to a tradition of inclusivity and excellence. Parent and community
involvement remain one of the district’s greatest strengths. The District serves more than 3800
students and is supported by over 500 dedicated faculty and staff members. WSSD is comprised
of three elementary schools, one middle school, and one high school. These include:   

 Strath Haven High School  

 Strath Haven Middle School  

 Nether Providence Elementary School  

 Swarthmore-Rutledge School  

 Wallingford Elementary School  
 

WSSD points of pride include the largest high school marching band in Pennsylvania with over
400 members, an award-winning visual arts program, and twenty-eight advanced placement
courses. In addition to our strong athletic and music programs, the high school offers more than
30 clubs and activities for students to join. WSSD is a learning community where each student
can find their place to shine.         

McPherson & Jacobson, L.L.C., Executive Recruitment and Development is engaged as the
consultant in a search for outstanding candidates. They will assist the School Board in
identifying and screening the candidates.  

Enrollment: 3,800

Location: Southeastern Delaware County, Pennsylvania – approximately 30 miles southwest of
Philadelphia

The Qualifications

The candidate must have the background, skills, and abilities essential to lead a premier
institution. The candidate will possess experience as a teacher, principal, and district level
administrator in a comparable district. Must possess a doctorate or equivalent. Pennsylvania
Superintendent certification – or eligibility for it – is required. The Wallingford-Swarthmore
Board of Directors is seeking a candidate that:  

1. Places the child at the center of all decisions. Holds the knowledge of multiple and varied
ways of learning that honor the uniqueness of each child. Supports WSSD educators as
they create authentic learning experiences for our students, so they are excited and well-
prepared for whatever the future holds.   

2. Has developed and facilitated the implementation of effective instructional strategies,
district wide, that promote high levels of student growth and achievement.  

3. Has demonstrated the ability to implement the priorities named in our strategic plan with
fidelity. Measures of success are data driven and shared with integrity.   

4. Is a leader with a strong moral compass that is rooted in justice and equality.  

5. Understands the importance of getting to know our district’s community and its unique
makeup. Able to communicate effectively and work collaboratively with diverse
stakeholders with a commitment to incorporate these perspectives in the decision-
making/problem solving process.  

6. Is an experienced leader who demonstrates the capacity to build consensus while working
towards our shared goals. The candidate is skilled in building relationships with
administrators, teachers, students, and community members, including the capacity to
cultivate effective functioning teams.  

7. Has a clear understanding of the efficient running of school district systems and the
ability to ensure these interrelated systems run smoothly with automaticity. 

Salary: Regionally competitive salary based upon experience and qualifications

Search Timeline: TIMELINE IS SUBJECT TO REVISION IF REQUIRED:

 Closing date for applications: November 27, 2024
 School Board selects finalists to interview: Week of December 16, 2024
 Finalists Interviews with the School Board: Late January 2025
 Selection of new Superintendent: Early February 2025
 Start date: Contract dependent –

Contact information:

McPherson & Jacobson, L.L.C.
11725 Arbor Street, Suite 220
Omaha, NE 68144
888-375-4814
Email: apps@macnjake.com

School Website: https://www.wssd.org/domain/30

Consultants:
Dr. Ralph Ferrie - r_ferrie@macnjake.com
Mr. Robert Copeland - r_copeland@macnjake.com

Wallingford-Swarthmore School District is an Equal Opportunity Employer. The District does not
discriminate on the basis of race, religion, color, sex, age, national origin or disability and, when needed, will provide reasonable accommodations to applicants and employees. Anyone requesting a reasonable accommodation in the application or recruitment process please contact McPherson & Jacobson at the address/phone/email above.

Principal

Woodland Community Consolidated School District 50 - Gurnee, Illinois

POSITION TITLE: Principal

LOCATION: Woodland Primary School

REPORTS TO: Superintendent of Schools

PRIMARY FUNCTION: To use leadership, supervisory, and administrative skills so as to
promote the educational development of each student. Also, the Principal administers the
organization, safety, supervision, and overall educational leadership for the school.

QUALIFICATIONS:

1. License:

A. Required – Professional Educator License (PEL) with Endorsements in General Administrative (K-12) or Principal (K-12)
B. Preferred – Professional Educator License (PEL) with Endorsements in General Administrative (K-12) or Principal (K-12), and Early Childhood Education (Self Contained General Education)

2. Education:

A. Required – Master’s Degree
B. Preferred – Master’s Degree in Educational Leadership

3. Experience:

A. Required – Five (5) years of school leadership experience in a public-school environment. Three (3) years teaching or related services experience in a public- school environment. Qualified IL Teacher and Administrator Evaluator.
B. Preferred – Five (5) years principal experience in a public school, plus three (3) years teaching or related services experience in an early childhood public-school environment. Qualified IL Teacher and Administrator Evaluator. Spanish speaking preferred.

ESSENTIAL PERFORMANCE RESPONSIBILITIES:

The Principal will adhere to the following Illinois Performance Standards for School Leaders:

I. Living a Mission and Vision Focused on Results – The principal works with the staff and
community to build a shared mission, and vision of high expectations that ensures all
students are on the path to college and career readiness, and holds staff accountable for
results.

a. Coordinates efforts to create and implement a vision for the school and defines desired
results and goals that align with the overall school vision and lead to student improvement for all learners.
b. Ensures that the school’s identity, vision, and mission drive school decisions.
c. Conducts difficult but crucial conversations with individuals, teams, and staff based on
student performance data in a timely manner for the purpose of enhancing student
learning and results.

II. Leading and Managing Systems Change – The principal creates and implements systems to
ensure a safe, orderly, and productive environment for student and adult learning toward the
achievement of school and district improvement priorities.

a. Develops, implements, and monitors the outcomes of the school improvement plan and
school wide student achievement data results to improve student achievement.
b. Creates a safe, clean and orderly learning environment.
c. Collaborates with staff to allocate personnel, time, material, and adult learning resources
appropriately to achieve the school improvement plan targets.
d. Employs current technologies.

III. Improving Teaching and Learning – The principal works with the school staff and community
to develop a research-based framework for effective teaching and learning that is refined
continuously to improve instruction for all students.

a. Works with staff to develop a consistent framework for effective teaching and learning
that includes a rigorous and relevant standards-based curriculum, research-based
instructional practices, and high expectations for student performance.
b. Creates a continuous improvement cycle that uses multiple forms of data and student
work samples to support individual, team, and school-wide improvement goals, identify
and address areas of improvement and celebrate successes.
c. Implements student interventions that differentiate instruction based on student needs.
d. Selects and retains teachers with the expertise to deliver instruction that maximizes
student learning.
e. Evaluates the effectiveness of instruction and of individual teachers by conducting
frequent formal and informal observations providing timely feedback on instruction as
part of the district teacher appraisal system.
f. Ensures the training, development, and support for high-performing instructional teacher
teams to support adult learning and development to advance student learning and
performance.
g. Develops systems and structures for staff professional development and sharing of
effective practices including providing and protecting time allotted for development.
h. Advances Instructional Technology within the learning environment.
i. Demonstrates knowledge and understanding of early childhood education, curriculum
development and program evaluation, child growth and development, effective
instructional strategies, classroom management, learning assessments and diagnosis
and research related to learning of young children.
j. Provides leadership and coordination in the development of early childhood curriculum
and the implementation of instructional program, evaluating programs and services on a
regular basis to encourage the use of a variety of instructional strategies and materials
with research on early childhood learning and child growth and development.

IV. Building and Maintaining Collaborative Relationships – The principal creates a collaborative
school community where the school staff, families, and community interact regularly and
share ownership for the success of the school.

a. Creates, develops and sustains relationships that result in active student engagement in
the learning process.
b. Utilizes meaningful feedback of students, staff, families, and community in the evaluation
of instructional programs and policies.
c. Proactively engages families and communities in supporting their child’s learning and the
school’s learning goals.
d. Fosters stronger communication with students, families, and staff, ensuring that
language is not a barrier to engagement and collaboration. This leadership helps creates
an inclusive environment where students feel valued and understood, which can positively impact their academic and social-emotional development. Models linguistic and cultural inclusivity, aligning with the community’s needs given the high number of students qualifying for English Language Services and the high number of emergent bilingual Spanish speakers.
e. Demonstrates an understanding of the change process and uses leadership and facilitation skills to manage it effectively.
f. Ensures coordination of services and articulation between the Primary School and Elementary School.

V. Leading with Integrity and Professionalism - The principal works with the school staff and
community to create a positive context for learning by ensuring equity, fulfilling professional
responsibilities with honesty and integrity, and serving as a model for the professional behavior of others.

a. Treats all people fairly, equitably, and with dignity and respect.
b. Demonstrates personal and professional standards and conduct that enhance the image
of the school and the educational profession. Protects the rights and confidentiality of students and staff.
c. Creates and supports a climate that values, accepts and understands diversity in culture and point of view.

VI. Creating and Sustaining a Culture of High Expectations – The principal works with staff and
community to build a culture of high expectations and aspirations for every student by setting clear staff and student expectations for positive learning behaviors and by focusing on students’ social-emotional learning.

a. Builds a culture of high aspirations and achievement and for every student.
b. Requires staff and students to demonstrate consistent values and positive behaviors
aligned to the school’s vision and mission.
c. Leads a school culture and environment that successfully develops the full range of students’ learning capacities – academic, creative, social-emotional, behavioral and physical.
d. Ensures the academic, social and emotional readiness of Kindergarten students to transition to first grade.

In addition, the Principal will also adhere to the following essential performance responsibilities:

1. Defines the Mission of the School
A. Frames and Communicates Goals
1. Serves as the instructional leader of the school regarding curriculum, instruction,
data-based decision-making, and staff development.
2. Keeps the Superintendent informed of the schools’ activities.
3. Maintains active relationships with students and parents.
4. Establishes and maintains favorable relationships with local community groups and individuals to foster understanding and solicit support for overall school objectives and programs; to interpret Board policies and administrative directives; and to discuss and resolve individual student programs.
2. Manages Curriculum and Instruction
A. Knows and Coordinates Curriculum and Instruction
1. Initiates, designs and implements programs to meet specific needs of the school.
2. Makes recommendations concerning the school’s instruction.
3. Leads in the development, determination of appropriateness and monitoring of the instructional program.
4. Programs classes within established guides to meet student needs.
5. Assists in the development, revision and evaluation of the curriculum.
6. Supervises the guidance program to enhance individual student education and development.
7. In collaboration with the Assistant Principals, ensures the development and maintenance of all school-related schedules, including but not limited to bus duty, lunch, recess, and master schedule are completed effectively.
B. Supervises and Evaluates/Monitors Progress
1. Supervises the school’s educational program.
2. Maintains student discipline throughout the student body with the assistance of the Assistant Principals, and assigns discipline when required as authorized by the Board of Education.
3. Supervises all professional, paraprofessional, administrative, and non-professional personnel attached to the school.
4. Assists in the recruiting, screening, hiring, training, assigning, and evaluating of the school’s professional staff.
5. Supervises the school’s teaching process.
6. Evaluates and counsels all staff members regarding their individual and group performance.
7. Recommends according to established procedures, the removal of a teacher whose work is unsatisfactory.
8. Supervises all activities and programs that are outgrowths of the school’s curriculum.
9. Primary responsibility is the improvement of instruction with a majority of time being spent on curriculum and staff development (Reference School Code: Ch 122, new par. 10-20.14 sb 730).
3. Promotes School Climate
A. Sets Standards and Expectations
1. Establishes and maintains an effective learning climate in the school.
2. Maintains active relationships with students and parents.
3. Maintains high standards of student conduct and enforces discipline as necessary, according due process to the rights of students.
4. Establishes guides for proper student conduct and maintains student discipline.
5. Assists in the in-service orientation and training of teachers, with special responsibility for staff administrative procedures and instruction.
B. Protects Time/Promotes Improvement
1. Budgets school time to provide for the efficient conduct of school instruction and business.
2. Assumes responsibility for his/her own professional growth and development through membership and participation in the affairs of professional organizations, through attendance at regional, state, and national meetings, through enrollment in advanced courses, and the like.
3. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussion problems of mutual interest with others in the field.
4. Orients newly assigned staff members and assists in their development, as appropriate.
4. Managerial Responsibilities
A. Financial
1. Prepares and submits the school’s budgetary requests, and monitors expenditures of funds.
2. Maintains and controls the various local funds generated by student activities.
B. Record Keeping
1. Supervises the maintenance of all required building records.
2. Prepares or supervises the preparation of reports, records, lists, and all other paperwork required or appropriate to the school’s administration.
3. Supervises the maintenance of accurate records on the progress and attendance of students.
4. Provides for adequate inventories of property under his/her jurisdiction and for the security and accountability for that property.
5. Responds to written and oral requests for information.
6. Assumes responsibility for all official school correspondence and news releases.
7. Assumes responsibility for the attendance, conduct, and maintenance of health of students.
8. Approves the master teaching schedule and any special assignments.
C. Building/Grounds
1. Assumes responsibility for the safety and administration of the school plant.
2. Supervises the daily use of the school facilities for both academic and non- academic purposes.
3. Plans and supervises fire drills and an emergency preparedness program.
4. Works with various members of the central administrative staff on school problems of more than in-school import, such as transportation, special services, and the like.
D. Professional Responsibilities
1. Participates in principals’ meetings, negotiations meetings, and such other meetings as are required or appropriate.
2. Serves as an ex-officio member of all committees and councils within his/her school.
3. Cooperates with college and university officials regarding teacher training and preparation.
4. Serves as a member of such committees and attends such meetings as directed to by the Superintendent.
5. Keeps his/her supervisor informed of events and activities of an unusual nature as well as routine matters related to the supervisor’s accountability.
6. Interprets and enforced district policies and administrative regulations.
7. Attends special events held to recognize student achievement, and attends school sponsored activities/functions, and athletic events.
8. Conducts meetings of the staff as necessary for the proper functioning of the school.

OTHER PERFORMANCE RESPONSIBILITIES:

1. Assist in other areas as needed.
2. Complete other duties as needed.

KNOWLEDGE, SKILLS AND ABILITIES:

 Planning and Preparation – Responsible for demonstrating knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess student learning.
 Classroom Environment – Responsible for creating an environment of respect and repor, establishes a culture for learning, manages classroom procedures, manages student’s behavior, and has the ability to organize physical space.
 Instruction – Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness.
 Professional Responsibility – Reflects on teaching, must maintain accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.
Technical: Competent in digital environments including but not limited to; Google Suite, student management systems, learning management systems, district’s attendance system, databases, spreadsheets, Microsoft Office, district email system, the district’s attendance system, etc.
Interpersonal: Ability to develop and maintain positive relationships with staff, parents, students, businesses and community.  Strong organization, communication and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crisis communications.  Ability to cope with deadline pressures.  Creative problem solver.  Ability to facilitate meetings efficiently. Empathetic, humanistic and open-minded. Strong sense of teamwork.
Strategic thinker.  Must be able to make difficult decisions that impact the organization in a positive sense.  Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff.  Must exhibit sound judgment in dealing with people.  Must have strong organizational skills.

DISTRICT CORE COMPETENCIES:

1. Support the establishment of mutual respect and equal human dignity across the entire school community.
2. Welcomes inclusion, equity and diversity. 
3. Have an unwavering commitment to the success of all students.
4. Understands that one's identity may be different from students, parents, and staff.  Is willing to put those differences aside for the success of all students.
5. Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.
6. Willingly anticipate, identify and adopt change.
7. Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner.
8. Communicate with styles that are approachable and respectful.
9. Participate in professional development and training to become more effective and efficient.
10. Take initiative to manage multiple tasks.
11. Effectively organize work to be as productive as possible.

PHYSICAL DEMANDS:

Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordination performance.
Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods.
Working Conditions: Some exposure to definitely disagreeable elements may exist, i.e., temperature changes, use of steps/stairs, walking long distances throughout the building, etc. Must be available to work nights and weekends as needed, especially for an emergency. Must also be available to attend events outside of the district as needed.

TERMS OF EMPLOYMENT: Exempt, Full-time 260-day non-union position.

SALARY RANGE: Salary and benefits established by the Board of Education

EVALUATION: Conducted annually

This description has been prepared to assist in properly evaluating various classes of responsibilities, skills, working conditions, etc. It is intended to indicate the kinds of tasks and characteristic levels of work difficulty that will be required of positions that will be given this title. It is not intended as a complete list of specific duties and responsibilities. Nor is it intended to limit, or in any way modify the right of the supervisor to assign, direct and control the work of employees under their supervision. Scheduling flexibility is required to accommodate changing school/district needs. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.

Approved by the Board of Education on October 24, 2024

SUPERVISOR, ADMINISTRATIVE TALENT DEVELOPMENT

Prince William County Public Schools - Manassas, Virginia

Salary Range:
$101,181 - $193,871 per year (competitive benefits)

Job Summary:
The Supervisor of Administrative Talent Development and Succession Planning is responsible for overseeing the onboarding, orientation, and induction processes and support for administrative staff. This role includes managing succession planning, implementing leader tracking systems, and developing career ladders to build a robust pipeline for critical administrative positions. The supervisor will also provide professional learning opportunities for eligibility pools, ensuring that administrative staff are well-prepared for their roles and future career advancement.

Essential Responsibilities:
This job description is a representative summary of the major duties and responsibilities performed by incumbents of this job. Employees may be requested to perform job-related tasks other than those specifically presented in this description. Additionally, the scope of this job may change as necessary by the school division.

To perform this job successfully, an individual must be able to perform each essential responsibility satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities.

PWCS requires that each employee:

- work collaboratively with all stakeholders in Launching Thriving Futures,
- establish and maintain cooperative and effective working relationships with others, 
- communicate effectively,
- relate to and interact with a non-traditional and diverse student and employee population,
- report to work on a regular and punctual basis as scheduled,
- perform all other related work delegated or required to accomplish the objectives of the total school program,
- have knowledge of and be able to use relevant technology,
- participate in the annual professional growth planning process, and
- recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct.

Essential Responsibilities Specific to this Job:

- Builds professional network with universities and professional organizations; serves as the university liaison for graduate programs, administrative internships, etc.,
- Supports development and deployment of the professional development curriculum for pipeline development of school-based administrator eligibility pools,
- Plans, coordinates and conducts division-wide leadership onboarding, orientation, and experiences appropriate to support school-based and central office administrative staff in their first year within PWCS,
- Supports the creation and implementation of an operational management system to support individual leaders in their career journeys from initial hire, through any applicable promotions, to retirement,
- Supports the Strategic Initiative to provide a tool for employees seeking a comprehensive understanding of multiple administrative career paths and professional offerings to support their development,
- Design, implement, and monitor division-wide systems and structures to identify talent to fill leadership roles,
- Design, implement, and monitor division-wide systems and structures to identify succession plans;
evaluates and update plans; and monitor career progressions,
- Implements programs and initiatives to support a pipeline of talent for critical roles,
- Collaboratively designs key competencies, skills, and qualifications required for PWCS leadership roles,
- Design, implement, and evaluate programming to enrich administrative hiring pools,
- Collaborates with administrative employment and recruitment that align with the Talent Management leader competencies and framework,
- Collaborates with appropriate departments to implement an ongoing marketing plan that promotes our PWCS brand through talent management efforts,
- Provides leadership and direction to administrative talent and succession planning team, fostering a positive culture with high accountability for results.

Other Job Responsibilities:

- May serve as acting director of office as assigned,
- May support the coordination of division-wide events supporting Talent Management initiatives.

Qualifications for Successful Performance

Knowledge, Skills, Abilities, and Behaviors:

- Knowledge of principles and practices of public-school administration, employee evaluation systems, and manipulation of data to monitor trends and statistical variances,
- Demonstrated expertise in providing professional learning experiences and building leadership capacity, with excellent leadership management, communication, and interpersonal skills,
- Ability to work collaboratively across all departments within the organization while maintaining a high level of professionalism and confidentiality,
- Application and practical knowledge in a school leadership position,
- Extensive knowledge in best practices that support onboarding and induction of administrators,
- Demonstrated knowledge and application of adult learning theory,
- Knowledge and understanding of standards-based curricula, research-based and culturally responsive instructional practices, and the interpersonal skills needed to facilitate the development of those capacities in others,
- Excellent writing, speaking, presentation, and interpersonal communication skills,
- Experience in modeling effective leader behavior to adult learners in a variety of settings,
- Skills to plan and conduct small (25 to 100 individuals) and large-scale (800 or more individuals) professional development training and/or experiences,
- Interpretation and use of program evaluation data,
- Ability to work under pressure and effectively manage and complete multiple tasks with competing deadlines and priorities,
- Proficient use of various electronic tools to support learning and to make work more efficient,
- Ability to design, implement, evaluate, and reflect upon professional learning opportunities for all levels of educational and departmental leaders,
- Knowledge and experience implementing the Professional Performance Process for both school and division leaders,
- Knowledge of effective use of technology in the delivery and monitoring of professional development programs; and support of division-wide processes to support succession planning,
- Skills in budget development and management,
- Ability to supervise and evaluate personnel and facilitate small groups,
- Strong team organizational skills with attention to detail.

Education or Equivalency Requirements:

Minimum, Bachelor’s Degree, Human Resources, Leadership, Organization, Education or Related Field,
Preferred, Master’s Degree, Human Resources, Leadership, Organization, Education or Related Field,

Work Experience Requirements:

Minimum of 3 years in Human Resources and/or educational administrative and supervisory experience is required; experience as a school-building administrator is preferred

Certification and License Requirements:

Endorsement in administration and/or supervision; preferred,

Society of Human Resources Management (SHRM) Certification; preferred

Superintendent

Gresham-Barlow School District - Gresham, Oregon

The Gresham-Barlow School District Board of Education is seeking a superintendent beginning on July 1, 2025, with a base salary range expected to be $240,000 to $260,000 (based on experience); other benefits to be negotiated. The Board of Education expects applicants to be accomplished and energized leaders who understand the unique role and value of the community and school district and who are prepared to engage, collaborate, and inspire teachers, staff, students, parents, alumni and the community to achieve a shared vision of a great school district with great schools.

Gresham-Barlow is a welcoming community of hard-working people where tradition and heritage meet innovation and opportunity in Oregon’s fourth largest city and the Portland metro region's second largest city located just minutes from iconic Mount Hood, Multnomah Falls and the Columbia River Gorge National Scenic Area, the city of Portland, and Portland International Airport. Gresham-Barlow’s location is ideal for families and businesses wanting to start something new and grow.

Gresham-Barlow’s diverse population includes longtime residents, young professionals, families, and new immigrant communities. The Gresham-Barlow region has experienced rapid growth over the last 20 years. With that growth, Gresham-Barlow Schools still include a rural, farming community along with a burgeoning urban core.

Gresham-Barlow’s residents care deeply about their heritage as a homestead and agricultural community, and are committed to building a vibrant future. Today, Gresham-Barlow is dynamic, innovative and rapidly growing with a mutual desire and drive to thrive. In Gresham-Barlow, we are family.

Visit the Gresham-Barlow School District website for more information:

https://www.gresham.k12.or.us/

Gresham-Barlow Mission: Inspire and Empower Each Student

Gresham-Barlow Vision: Culturally responsive graduates who will thrive in an ever-changing global community.

Gresham-Barlow Goals:

● Provide effective, high-quality instruction to each student in our district.
● Provide a physically and emotionally safe and culturally responsive learning environment that gives students and families voice.
● Prudent use of resources that uses an equity lens in decision-making.

District at a Glance:
Elementary Schools: 9
K-8 Schools: 1
Middle Schools: 4
High Schools: 3
Charter Schools: 4
Number of Staff Members: 1,167
District Enrollment: 11,656
2023-24 General Fund Budget: $166,438,820

Student Demographics:
White: 50.7%
Hispanic/Latino: 31.7%
Two or more races: 8.4%
Black or African American: 3.8%
Asian or Asian Pacific Islander: 3.2%
Native Hawaiian or Other Pacific Islander: 1.2%
American Indian or Alaska Native: 0.8%
English Language Learners: 1,620
Number of Spoken Languages: 91
Predominant Non-English Language: Spanish
Next Most Frequently Occurring Home Languages: Russian, Ukrainian, Romanian, Arabic

DISTRICT’S POINTS OF PRIDE

● Academic accomplishments: a clear and consistent vision for instruction
○ Focus on early literacy; a common instructional focus on increasing student literacy at the elementary level
○ Increasing alignment of instructional priorities and resources
○ Gains in graduation rates for SPED and EML
○ Working towards more inclusive instructional practices
● CTE Programs and Apprenticeship Programs, partnerships with local community college and business community
● Center for Advanced Learning ( district partnership)
● Dual Language Immersion program (expanding to middle school next year)
● Advanced Placement programs
● Increased community partnerships to better support mental health and other services to students;
including opening a School-Based Health Center this year
● $291 million bond in 2016 and reinvested an additional $53 million in our community
○ The 2016 bond helped rebuild two elementary schools, add instructional wings to two other
elementary schools, and significantly remodel our two comprehensive high schools
○ Significant investment in co-curricular, fine arts and athletic facilities.
○ Integrated security systems were added to all schools
● Strong working relationship with contracted transportation and food service providers
● Historically a fiscally responsible and conservative approach to spending
● “Grow Your Own” Teacher Program
● Culturally diverse school district
● Hard-working and caring teachers, staff, and administrators
● Student voices are valued and heard
● Equity Advisory Team
● Instructional Leadership Team is highly skilled and knowledgeable

SUPERINTENDENT QUALIFICATIONS:

● Previous superintendent experience preferred.
● Central office and/or building administrative experience preferred.
● K-12 Teaching experience.

SUPERINTENDENT CHARACTERISTICS:

● Proven Executive: Multi-year success in high-level educational and instructional leadership roles within comparably complex organizations. Demonstrated commitment, entrepreneurial skills, and ability to foster the academic growth of students, ensuring quality and competitiveness, as well as a contribution to economic development.
● Strategic Visionary: Knows the importance of strategic plans aligned with district goals and community values.
● Collaborative Leader: Builds trust, positive relationships, and fosters open communication with the Board of Education, students, staff, parents, and the community, leading to successful outcomes and operational efficiencies for the school district.
● Equity Champion: Possesses a deep understanding of systemic inequities and implements impactful strategies to advance diversity, equity, and inclusion. A proven record of successful equity and inclusion initiatives that serve students and community, aiding in the creation of a dynamic, robust economic engine within the community.
● Exceptional Communicator: Connects effectively with diverse audiences, actively listens, inspiring and motivating stakeholders to embrace change and strive for excellence.
● Fiscal Acumen: Demonstrated success in navigating within shifting financial landscapes, aligning school district budgets and strategic priorities, and fundraising.
● Culturally Aware: Commitment to and understanding the unique community heritage, traditions, history, and capitalizing on this community strength for district improvement.
● Reputation: Honesty, integrity, authenticity, and transparency as a basis for strengthening public trust in the school district and engaging the entire community in an atmosphere of collegiality, collaboration, and respect.
● Relationship Builder: Ability to foster, grow and sustain strong internal and external relationships for the advancement of the community, school district and its students; including but not limited to a commitment to advocacy, support, and transparency with parents related to curriculum adoptions, school safety, and policy.

PLEASE INCLUDE IN YOUR FRONTLINE APPLICATION:

1. Cover letter (stating interest and unique qualifications for the position) - be sure to save the name of the district in the document title
2. Full resume/vitae
3. Three current letters of recommendation
4. Copy of Superintendent License, or Professional Administrative License (regardless of state) or evidence of eligibility
5. Contact information of three additional references different than the reference letters

Search Timeline - All Application Materials Due By: December 13, 2024

December 18, 2024 -Slate of candidates presented to the Board
January 11, 2025 - Board first-round interviews
January 21, 2025 - Finalists Day in the District
January 22, 2025 - Board conducts final interviews
By mid-February, 2025 - Superintendent’s hiring approved and announced
July 1, 2025 - Superintendent contract formally begins

Gresham-Barlow Superintendent posting on the HYA Website: https://hyasearch.com/job/superintendent-gresham-or/

For any questions regarding the Gresham-Barlow Superintendent search contact either HYA associate, do not contact Gresham-Barlow School Board members:

Mike Richie, Hazard, Young, Attea & Associates - Email: mikerichie@hyasearch.com

Brian Ewert, Hazard, Young, Attea & Associates - Email: brianewert@hyasearch.com

BES Fellowship for Founding School Leaders

Multiple Locations

BES seeks a Fellow for our Fellowship program starting in August 2025 to serve as a Founding School Leader. This Fellowship offers highly motivated leaders committed to transforming education the rigorous, multi-year training needed to design, found, and lead a high-achieving school that meets the unique needs of its community.

If you are interested in founding a school in metro Atlanta, Georgia, Phoenix, Arizona, Tennessee, or Ohio, please apply through one of our region specific postings. If you are interested in founding a school outside of our preferred regions, you may submit an interest form. 

Who We Are
Strong schools are built by strong leaders, which is why BES identifies and prepares exceptional individuals to transform education in their communities. From school founders and executive directors to operations leaders, deans, and curriculum directors, we train leaders to build schools, to ensure their schools excel, and to sustain their results over time.

The BES Fellowship and selection process fosters an equitable, inclusive, and empowering experience for Fellows. For over two decades, 120+ BES Fellows have created more than 63,000 quality school seats nationwide, with BES-trained leaders consistently driving student achievement beyond district and state averages and helping to close the opportunity gap. 

What You’ll Do 

The BES Fellowship for Founding School Leaders includes one year of training for Build Fellows followed by three years of Follow On Support to support leaders in building a high-performing, locally responsive school. For a comprehensive description of our Fellowship, please visit our website. An overview is provided below. 

Fellows begin with an intensive training year, where they engage in over 300 hours of coursework on school design, leadership, governance, and community engagement, as well as diversity, equity, and inclusion. Fellows also conduct in-depth studies of effective schools across the nation and complete residencies at high-performing schools, all while developing a charter application and establishing a founding board.

In year two, the planning year, Fellows partner with a BES coach to refine their project management and leadership skills, hire founding staff, recruit students, and solidify their school vision. This dedicated coaching, known as Follow-On Support, helps Fellows bridge the transition from founder to school leader, preparing them to launch a strong, sustainable school. During years three and four, the first two operational years, leaders put their vision into action, welcoming their inaugural class, coaching teachers, and using data to drive academic success. By the second year, they deepen the academic focus, serving a growing population of students, and build leadership capacity to support future growth, all while fostering an empowered, mission-aligned team.

What You Bring

• The ability to lead, manage and motivate: You have demonstrated the ability to lead and manage a team towards results, and you are committed to serving as a school leader in the community for at least 10 years. 

• Self awareness and humility: You possess a growth mindset and have a continuous desire to improve. You are eager to give, take, and implement feedback with humility and in real time.

• Commitment to community: You have experience in the community you are proposing for your school and bring strong organizational partnerships. You can articulate how you will gain and factor in community input. 

• Diversity, equity and inclusion in action: Your school model will primarily serve students from under-sourced communities and bring an anti-racist lens to the work. You have had success with similar populations of students and been responsive to community needs. 

• Commitment to excellence for all students: You have a clear vision for your school and can discuss key elements of the school in a detailed, compelling, and direct manner. You hold yourself accountable for results and believe that all students can achieve at high levels. 

Qualifications

• Bachelor’s degree required; Master’s or Professional degree preferred

• Minimum 8 years of professional experience, with instructional or instructional leadership experience required

• At least 2 years managing and supervising adults in a PreK-12 setting required, 2 years of school leadership experience preferred 

• Commitment to serving as a school leader in the proposed community for at least 10 years required 

• Ability to establish and activate local connections to support school enrollment

• Strong preference for candidates with 2-3 years of experience living or working in the proposed school region, especially those with strong ties to the community

• Clear, compelling rationale for the proposed school location

Compensation and Benefits 

• This is a contract role with a $100,000+ grant during the first year of the program (the Fellowship training year)

• Health reimbursements available 

• Travel and accommodations for training and during school study travel 

• Technology support 

• Reimbursement for up to $5,000 in moving expenses

• Up to $3,500 reimbursed for school design expenses for Fellows on the Build Track

• The opportunity to apply for BES start-up fund awards and/or those provided exclusively to Fellows by our partners

To Apply

Applications are reviewed on a rolling basis and applicants are encouraged to apply as soon as possible in order to secure limited spots in our available regions. Our priority deadline is December 9, 2024. We encourage you to connect with our team if you have questions about the Fellowship or selection process before you apply. Please visit our job board to submit your application: https://grnh.se/6fdb439b7us 

Superintendent

Sioux City Community School District - Sioux City, Iowa

Sioux City Community School District seeks a Superintendent who possesses the following leadership traits:

• Is an effective communicator, creating strong school and community relations

•  Leads by example through honest practices

•  Is accountable and responsible for actions

•  Creates connections that result in people feeling valued/motivated

•  Values ethics and integrity, by practicing moral authority 

• Empowers others by promoting team strengths & a students first approach

•  Is responsive to the changing demographics and needs of district students through  staff growth and innovation

•  Shows transparency by sharing the district's goals and challenges

• Makes strategic, high-quality decisions with big-picture lens, while managing district resources 

• Builds strong diverse teams and promotes teamwork for success for all

About the Sioux City Community School District: 

The Sioux City Community School District, located in Sioux City, Iowa, exists to educate students to believe in their talents and skills, achieve academic excellence, and succeed in reaching their full potential. As the third largest school district in Iowa, Sioux City Community Schools includes over 14,500 remarkable students and 2,400 dedicated staff.

The District serves students in three high schools, three middle schools, 13 elementary schools, and an early childhood center plus a career academy for career and technical education. A majority-minority district, Sioux City Community Schools celebrates its diversity, welcoming students and staff from all cultures, ethnicities, backgrounds, and beliefs. The District has 47 home languages and one of the highest percentages of ESL students among all Iowa school districts. Nearly 70% of the District’s students qualify for free and reduced meals every year. 

In recent years, the Sioux City Community School District has implemented specialty themed concepts in five of the District’s elementary schools and received national recognition for the implementation of bullying programs throughout its schools. Three of the District’s elementary schools are authorized International Baccalaureate World Schools. 

The District prides itself on high student achievement while maintaining one of the lowest cost-per-student rates among urban Iowa schools.  Approximately 81% of students district-wide are enrolled in advanced placement courses.  The District’s four-year graduation rate is higher than the state average at nearly 90%. 

The Sioux City Community School District has been designated as one of only 100 Future Ready school districts across the country by the United States Department of Education and recognized as a District of Distinction for the implementation of its Sioux City Career Academy. The region’s most robust center of its kind, the Sioux City Career Academy currently serves students from 10 schools in Iowa, Nebraska, and South Dakota through more than 30 career and technical pathways. 

Last year, the Career Academy opened the doors to a new facility focused on the construction trades industry. As part of the pathway, students build one to two homes each year, gaining valuable hands on and industry-relevant experience.  

With a focus on state-of-the-art facilities, the Sioux City Community School District has completed 19 building projects in recent years. Fiscally, Sioux City Community Schools is one of the healthiest districts statewide, boasting an impressive balance sheet highlighting the District’s strong cash balance and spending authority. Community support for the Sioux City Community School District is strengthened by the District’s collaboration with the Sioux City Public Schools Foundation, which seeks to enhance public education in Sioux City. 

About Sioux City, Iowa: 

The Sioux City Community School District is located in Sioux City, Iowa, twice named an All-America City by the National Civic League and one of the top 10 most affordable U.S. cities to live by Market Watch. Part of Siouxland which includes the adjoining points of Iowa, Nebraska, and South Dakota, Sioux City, serves as a regional hub for business, employment, industry, retail trade, medical care, and education. More than 169,000 residents call the Siouxland area home. 

With a diverse list of things to do and see, Siouxland residents enjoy the benefits of robust park and trail systems including Cone Park, an all-season recreational center, eclectic arts and entertainment options through the Sioux City Art Center and The Orpheum Theatre, a long list of historic landmarks, and premier annual community events including Artsplash and Saturday in the Park. 

Requirements:

In addition to administrative experience, the candidate must have, or be qualified to obtain, certification as a Superintendent in Iowa. Inquiries concerning certification requirements can be directed to the Iowa Board of Educational Examiners at Josh.Moser@iowa.gov (515-281-3587).

Individuals wishing to be considered for the position must apply online including:

• A letter of application detailing personal qualifications, experience, and reasons for interest regarding the position.

• A current resume.

• Three (3) letters of recommendation.

• The online application form. (this form can be downloaded from the GR Recruiting website.)

Completed application information should be submitted by January 6, 2025, to the following email address:  jhammack@grrecruiting.com

The online application form- https://docs.google.com/document/d/19L7Cv6uvQyykAY5uqbnpV3KQkILKNfh5/edit

Steps to complete the online application form:

a. Click onto the Google docs link as shown above.

b. On the far left-hand side of your screen click onto File, and then Download a Microsoft Word document onto your computer.

c. Complete the application questions and include this document as a part of your total application materials.

Candidates should not contact members of the Board of Directors.

All materials submitted as part of the superintendent application will remain confidential to the extent allowed by law. After all applications have been reviewed and preliminary interviews conducted by the consulting firm, the names of the top candidates will be presented to the Board of Directors for its consideration. Selection of candidates for final interviews is the sole responsibility of the Board. All applications will be processed in accordance with the provisions of Iowa’s open meeting law (Chapter28A).

Lead Associate: Dr. Dick Christie 402-681-3031

The salary will be in the range of $275,000 - $310,000 plus an excellent comprehensive benefits package. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications, and meeting Board criteria.

Executive Director

82nd Street Academics - Queens, New York

Executive Director (Educator III)

University of Washington - Seattle, Washington

President

Rosati Kain Academy - St. Louis, Missouri

Position Summary

The role leads the strategic vision and direction of the school, including funding, enrollment of students, recruitment, and retention of staff, continuously enhancing the school’s identity and educational direction.  The President serves as an ex officio voting member of the Board.  To fully embrace the school’s Catholic sponsorship provided by St. Joseph Educational Ministries (SJEM), the President partners with the Board to develop and maintain the mission and ministry of Rosati-Kain Academy as a Catholic entity with fidelity to the legislation and teachings of the Church and the charism of the Sisters of St. Joseph of Carondelet (CSJ).

Primary Duties and Responsibilities

• The President will promote the educational vision by communicating the school’s mission and the directives of the Board in cooperation with the faculty, students, parents, and alums, focusing on student and faculty recruitment and achievement.

• Serve as the official representative of the school, either in person or through a delegate, to the community, parochial elementary and middle schools, area public schools, and other agencies and business organizations.

• Oversee school business operations and school finances. Develop and submit an annual operating budget for Board approval with the Finance Committee or designated school staff.  Execute all contracts and agreements, consistent with the directives of the Board.

• Develop and implement a metric-driven fundraising and development program to meet the present and future needs of Rosati-Kain Academy. Cultivate potential donors and solicit grants and donations from foundations, trusts, organizations, and individuals.  Support and drive additional fundraising activities.

Qualifications: 

• While candidates are not required to be Catholic, they must support the Catholic identity and be an active witness by words and action to the charism, values, and mission of St. Joseph Educational Ministries.

• Critical thinker, strong communicator, an inspirational and visionary leader, student focused, culturally competent, self-aware, organized and adaptable, constant learner.

• Ability to interact and communicate effectively with all constituents and with the public.

• Work closely and effectively with the Board, the Principal, SJEM and others at the school.

• Weekend and evening activities are required.

•  Experience in secondary education, preferably in a non-profit setting.

• Bachelors or Master’s degree or higher in Education, Business Administration, or other related degree.

• Position to be reviewed annually.

Superintendent of Schools 

Avon Grove School District - West Grove, Pennsylvania 

Position: Superintendent of Schools 
District: Avon Grove School District, West Grove, PA 
Intermediate Unit:  Chester County IU 24 

Contact: 
Dr. George F. Fiore, Executive Director 
Chester County Intermediate Unit 
455 Boot Road, Downingtown, PA 19335 
(484) 237-5101 | AGSDSuptSearch@cciu.org

Deadline:  January 22, 2025, or until position is filled 

The Avon Grove School District (AGSD) is seeking an exceptional educational leader to be its next Superintendent of Schools. The Board desires a dynamic and innovative leader who has a strong academic background and experience managing an administrative team. Candidates should demonstrate excellent communication skills and strong leadership in proactive decision-making and consensus building. The candidate must have the ability to lead and direct multiple tasks. Proficiency in Spanish is preferred but not required.

Avon Grove School District (AGSD) is a K-12 public school system that serves approximately 5,000 students in four schools: Penn London Elementary School (K-1); Avon Grove Intermediate School (2-5); Avon Grove Middle School (6-8); and Avon Grove High School (9-12). The District is located in a rural-suburban setting, 34 miles southwest of Philadelphia, Pennsylvania and 18 miles northwest of Wilmington, Delaware. AGSD covers 67 square miles and consists of five townships and two boroughs.

The AGSD is offering a multiyear contract that features a regionally competitive salary and a comprehensive benefits package. Candidates must possess, or be eligible for, a Pennsylvania Superintendent Letter of Eligibility. The target date for employment is July 1, 2025. The deadline for applications is January 22, 2025, and the review process and interviews will begin shortly thereafter. 

A regionally competitive salary and benefits package will be offered to the successful candidate based upon prior experience. Salary Range: $240,000 -- $295,000

All contacts regarding this position should be directed to the Chester County Intermediate Unit. Letter of interest, three letters of reference and curriculum vitae/resume should be sent to: Dr. George F. Fiore, Executive Director, Chester County Intermediate Unit, 455 Boot Road, Downingtown, PA 19335, or emailed to AGSDSuptSearch@cciu.org. All inquiries will be held in strict confidence. 

- Equal Opportunity Employer and Educator - 

Principal

Fishburn Park Elementary School - Roanoke, Virginia

Roanoke City Public Schools (RCPS) is an urban school division in Roanoke, Virginia, serving approximately 14,000 pre-K through 12th-grade students. With a commitment to fostering an inclusive, equitable, and student-centered culture, RCPS empowers students to reach their full potential as lifelong learners and contributing members of the community. The division encompasses 17 elementary schools, five middle schools, two high schools, and four program locations, including the Roanoke Valley Governor's School for Science & Technology and two Technical Education Centers.

About Fishburn Park Elementary School: Fishburn Park is PreK- 5 and the only elementary school within RCPS that offers a citywide, choice-based STEAM-focused curriculum (Science, Technology, Engineering, Arts, and Math). Through its mission, Fishburn Park provides a challenging and innovative academic environment aimed at developing a foundation of success for all students. This unique program fosters a caring community of lifelong learners by engaging students in rigorous, relevant, and hands-on STEAM learning experiences.

Position Overview: Fishburn Park Elementary School is seeking an experienced and visionary principal to lead the school’s dedicated team in delivering an academically stimulating STEAM education. The principal will be responsible for overseeing all school operations, fostering a supportive and inclusive school culture, and empowering both students and staff to achieve excellence. This is a unique opportunity to shape and guide the next generation of learners and leaders in an educational environment dedicated to STEAM education.

Key Responsibilities:

• Lead and inspire a team of educators in delivering an innovative, engaging, and student-centered STEAM curriculum.

• Build a positive school culture that aligns with RCPS’s mission of inclusivity, equity, and empowerment for all students.

• Cultivate meaningful partnerships with families, community members, and organizations to enrich the educational experience and enhance school-wide STEAM initiatives.

• Oversee the development of school programs, instructional practices, and professional development to support teachers in meeting diverse student needs.

• Ensure a safe, supportive, and challenging learning environment that prepares students to excel academically and socially.

Qualifications:

• Applicants must hold (or be eligible for) a Virginia Postgraduate Professional license with an endorsement in Administration/Supervision.

• Demonstrated experience as a school administrator with a strong focus on instructional leadership and a commitment to equity and inclusion.

• Passion for STEAM education and proven ability to engage diverse stakeholders in supporting a forward-thinking school environment.

Why Join RCPS? RCPS offers the opportunity to lead within a supportive district that values professional growth, innovation, and a commitment to providing all students with the skills to dream, excel, and contribute to the community. Join Fishburn Park Elementary to make a lasting impact in a unique STEAM-focused setting and be part of Roanoke’s mission to empower lifelong learners and future leaders.

LINK TO APPLY

Aerospace and Manufacturing Teacher (202)

Middletown Public Schools - Middletown, Connecticut

Physical Education/Health Teacher

Middletown Public Schools - Middletown, Connecticut

Chief Human Resources Officer (CHRO)

Fairbanks North Star Borough School District - Fairbanks, Alaska

Assistant Superintendent

Tolleson Elementary School District No. 17 - Tolleson, Arizona

TITLE: Assistant Superintendent of Educational Services

QUALIFICATIONS:

•  Master’s Degree or higher in education or a related field

•  Arizona Superintendent Certificate preferred.

•  Three (3) years’ experience as a K-8 Administrator

•  Three (3) years’ experience supervising or developing curriculum and instruction

•  Demonstrated excellence in teaching and leading.

•  A desire and willingness to work cooperatively with faculty and administration

•  Proficient in the essential elements of instruction

•  Ability to speak, read, and write Spanish preferred

REPORTS TO: Superintendent

JOB GOAL: To assist the Superintendent substantially and effectively in the task of providing leadership in developing, achieving and maintaining the best possible educational programs and services. Supervises staff in developing, improving, and supervising the curricula and instructional programs.

ESSENTIAL FUNCTIONS/PERFORMANCE RESPONSIBILITIES:

1. Assists the Superintendent in directing the administration and coordination of the district’s educational programs.
2. Communicates to the Superintendent the requirements and needs of the district as perceived
by staff members.
3. Oversees curriculum development within the district and ensures that all district curriculum
aligns with state academic standards.
4. Serves as a communication source with, and for, teachers at the school, between schools, and
with the district on pertinent curriculum issues.
5. Keeps informed as to the operation of the instructional programs in all schools for the purpose of evaluating the instructional program and for improving teaching procedures through conference, demonstration, and other supervisory techniques.
6. Coordinates and implements district grant programs including but not limited to federal Title programs and/or other entitlement/competitive grants.
7. Initiates and administers staff development for certified and administrative staff.
8. Orders materials, equipment, and supplies necessary for the successful implementation of the objectives for all educational programs.
9. Attends local, state and regional meetings of educational programs personnel.
10. Collects and disseminates research information relating to present program status, program
effectiveness and instructional alternatives for the purpose of instructional programming.
11. Develops, coordinates and implements the district’s summer school/intersession program and
assures the acquisition of any Federal/State grants to assist in its implementation.
12. Ensures that curriculum and instruction align with the district testing programs.
13. Facilitates, monitors, and assists principals in the supervision and alignment of curriculum
for instruction.
14. Collaborates with the S.T.E.M. and Assessment Director to coordinate the preparation and
implementation of required State assessments.
15. Supervises and/or implements in-service programs for the purpose of improving curriculum
and instruction.
16. Supervises the implementation of the district’s English Language Learner (ELL) program.
17. Participates in the decision-making process for long-range planning regarding instruction,
programs, curriculum, textbooks, etc.
18. When applicable and/or requested to do so by the Superintendent, assists in the evaluation of
certified and classified personnel.
19. When applicable and/or requested to do so by the Superintendent and/or building principal,
will assume any and all responsibilities in their absence.
20. Works collaboratively with the high school district in implementing programs.
21. Attends district and Governing Board meetings.
22. When applicable and/or assigned by the Superintendent, functions as a member of District
committees.
23. Coordinates in conjunction with all staff the district’s public relations efforts as well as
optimizes the positions at the Welcome Center.
24. Monitors the progress of the district’s strategic plan initiatives.
25. Addresses parent concerns and complaints.
26. Other duties as assigned.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand; walk; use hands
to finger, handle, or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste
or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl.

The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required
by this job include close vision, distance vision, color vision, peripheral vision, depth perception,
and the ability to adjust focus.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee occasionally works in outside weather
conditions.

The noise level in the work environment is usually moderate.

TERMS OF EMPLOYMENT:

This is a twelve-month position. Salary is based upon the Administrative Placement Schedule as
established by the Governing Board. Employee benefits in accordance with Board policies.

EVALUATION:

The job’s performance will be evaluated in accordance with the Board policy on personnel evaluation.

Chief Talent Management Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Provides management oversight to all Montgomery County Public Schools (MCPS) programs and services related to human resources operations, human capital and compliance and investigations activities; develops and drives human resources strategies that align with the organization’s goals and objectives and that empower the human resources organization to provide effective and efficient customer service; focuses on recruiting, retaining, and compensating a diverse, adaptive, and supported workforce; ensures that human resources policies and procedures are in compliance with federal, state, and local regulations; serves as a liaison between the School Board, community groups, and the Office of the Chief Talent Management Officer.

CERTIFICATE AND LICENSE REQUIREMENTS:  None

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of the principles and practices of public-school system policies and human resources programs. Knowledge of federal, state, and local regulatory requirements applicable to the MCPS human resources programs and compliance, including Americans with Disabilities Act (ADA), EEOC regulations; Title VII and Title IX, employment and, Fair Labor Standards Act, HB486, child abuse and prevention laws. Ability to establish and maintain effective working relationships with the multiplicity of constituencies served by the district, the School Board, and federal, state, and county officials. Ability to manage fiscal, physical, and human resources necessary to carry out the diverse functions and programs of the department.  Ability to establish goals, objectives, and action plans. Ability to analyze a variety of administrative, operational, and fiscal problems and make sound recommendations for solutions. Ability to set, communicate, monitor, and assess program priorities and performance standards.  Ability to drive continuous improvements based on data-driven decision making. Ability to plan, formulate, and execute policies and programs. Ability to explain and interpret MCPS regulations, policies, and rules to individuals and groups to gain compliance, cooperation, and understanding. Ability to manage, motivate, lead, and challenge a team (also through subordinates). Ability to create an organizational culture of client-centered service. Ability to communicate effectively, both orally and in writing.

EDUCATION, TRAINING, AND EXPERIENCE:  Any combination of education and experience equivalent to a master’s degree in human resources, public administration, business administration, or a closely related field. Doctoral degree preferred.  Eight (8) years of experience in HR operations/management and/or other high-level executive or senior leadership roles directing organizational management and development, strategic planning, and implementation. Experience maintaining compliance with employment laws and leading best practices in human resources in a K-12 school environment.  Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience.  Experience in the PreK-12 sector preferred.

Full Job Description

General Counsel

Montgomery County Public Schools - Rockville, Maryland

Click here to apply

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Serves as the in-house legal counsel for Montgomery County Public Schools (MCPS) and its School Board; oversees strategic litigation and negotiation initiatives to minimize district risk; manages the interpretation of legislation resulting in impact on current policy and/or regulation; oversees contract and/or settlement agreement negotiations.

CERTIFICATE AND LICENSE REQUIREMENTS:  Membership in, or eligibility for, the Maryland Bar. Bar membership must be in good standing.

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of public-school operations and applicable education law, special education law, public policy, and case law impacting school districts.  Knowledge of local government and education law subspecialties, including employee/student civil rights; federal, state, and local non-discrimination statutes; employment law; FERPA; FOIA; data privacy; student discipline; tort liability, and insurance coverage. Thorough knowledge of federal and state special education laws and regulations and of Individualized Education Program (IEP) procedures. Knowledge of the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Thorough knowledge of state and federal public-school laws, Board of Education policies and MCPS regulations. Ability to strategically plan, recommend, and execute policies and programs. Ability to develop effective and collaborative working relationships with the School Board, Superintendent’s staff, school-based administrators, central office staff, outside counsel, community agencies, and governmental leaders. Ability to explain and interpret laws, regulations, policies, and rules to individuals and groups to gain compliance, cooperation, and understanding.  Proficiency in the use of technology and data compilation for research, analysis, and reporting.  Ability to manage the fiscal and human resources necessary to achieve the goals of the department.  Ability to supervise and evaluate the work of others.  Ability to communicate effectively, both orally and in writing.

EDUCATION, TRAINING, AND EXPERIENCE:  Juris Doctorate from an accredited law school.  Ten (10) years of experience in public or private practice, with litigation expertise in one or more of the following areas: the Constitution, student rights, education, employment, civil rights, real estate, local government, procurement, contract, or tort law.  Experience in contract negotiations and labor relations. Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience.  Two (2) years of experience providing legal counsel to a Superintendent and School Board preferred.

Full Job Description

Chief Student Support Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply
Full Job Description

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view

 MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Leads and manages large broad-based multi-sectioned office responsible for special education instruction and student support services and work related to well-being, learning and achievement; plans, organizes, supervises, and evaluates all activities, program functions, personnel, and physical, and fiscal resources of the assigned office; is responsible and accountable for strategic planning and outcomes. Promotes and maintains a focus on raising student achievement, closing achievement gaps, and school improvement; implements the district’s Strategic Plan and its elements into the organization’s culture; supports equitable opportunities for all students; leads cross- departmental efforts to ensure that innovative and instructional practices are aligned with the Strategic Plan and executed with fidelity; works closely with the system leaders to ensure that initiative timelines are developed, executed, and maintained.

CERTIFICATE AND LICENSE REQUIREMENTS:  Must meet Maryland State certification requirements for Administrator I and II.  Superintendent licensure or certification preferred. 

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of the Maryland State Department of Education (MSDE) and Montgomery County Public Schools (MCPS) policies, regulations, and procedures; the student services bylaw as well as federal and state legislation relating to the provision of student services and family engagement. Knowledge of the principles, practices, methods, and current trends of school administration and in the field of special education and student support services.  Knowledge of the procedures and practices related to student support services the educational specialties in the special education office.  Thorough knowledge of IDEA and the principles, practices, methods, and current trends of school administration as applied to special education programs and student support services. Knowledge of the Section 504 to ensure services for Section 504 Students. Familiarity with applicable regulations, legislations, and policies.  Ability to manage fiscal, physical, and human resources to successfully carry out the function and programs of the office. Proficiency in the use of technology and data compilation, analysis, and reporting.  Ability to supervise, evaluate, and lead.  Ability to establish and maintain collaborative working relationships with personnel assigned to schools, other departments, public entities, families, and citizens. Ability to facilitate meetings and/or present information to groups, including the School Board. Ability to communicate effectively, both orally and in writing.

EDUCATION, TRAINING, AND EXPERIENCE:  Master’s degree required in educational leadership, special education and/or psychology. Doctorate preferred.  Eight (8) years of experience in the planning, development, and implementation of programs and services in special education and student support services; experience working with parents/guardians and community groups; knowledge of in legal issues related to special education, student support services, and Section 504.  Five years of successful teaching or related experience in counseling, pupil personnel work, social work, psychology, family engagement or school health. Five years of administrator experience required; at least three years as a school-based administrator is strongly preferred. Practical knowledge of planning and implementing specially-designed instruction preferred.  Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience.  Successful experience as a principal preferred.  Experience as a school-based administrator preferred and/or prior experience as a director of special education.

Chief School Leadership Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION:

Provides leadership, oversight, and direction for the effective and efficient operation and academic management of schools in accordance with School Board policy and strategic initiatives; ensures appropriate and equitable educational opportunities for all students; directly supervises the associate superintendents, student activities program, and athletics program; regularly interacts with school administrators, departmental leadership, and other central office staff; serves as a liaison between the Superintendent’s office and various Montgomery County Public Schools (MCPS) constituencies, as appropriate.

CERTIFICATE LICENSE:

Postgraduate educational license with endorsement(s) designated as appropriate to assignment. Must meet Maryland State certification requirements for Administrator I and II. Holds, or is eligible to hold, Maryland Superintendent licensure or certification. 

KNOWLEDGE, SKILLS, and ABILITIES:

Knowledge of principles, practices, and procedures relating to curriculum and instruction for general, special education, and all related student services. Knowledge of school improvement and organizational change strategies and initiatives. Knowledge of diversity, cultural proficiency, and equity issues. Knowledge of applicable local, state, and federal laws related to schools. Ability to establish and realize goals, objectives, and action plans. Ability to lead, manage, challenge, and motivate a team. Ability to identify and prioritize mission critical issues with alignment of people, time, and resources. Ability to communicate effectively, both orally and in writing. Ability to establish and maintain effective working relationships with the multiplicity of constituencies served by the district, the School Board, and federal, state, and county officials.

EDUCATION, TRAINING, and EXPERIENCE:

Master’s degree required. Doctoral degree preferred. Eight (8) years of experience in leadership and management within education. Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience. Successful experience as a principal; central office administrative leadership experience: successful large-scale educational project management preferred.

 Full Job Description

Chief Operations Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Plans, directs, manages, and evaluates the support service operations of Montgomery County Public Schools (MCPS) by providing executive leadership and management oversight to, and ensuring accountability of transportation, logistics operations, food and nutrition services, and cross-functional administrative and technical support; serves as a liaison between the Superintendent’s office and various MCPS constituencies, as appropriate.

CERTIFICATE AND LICENSE REQUIREMENTS:  Professional certification or licensing in an area appropriate to work experience, such as Project Management Professional (PMP) or Certified Logistics Professional (CPL) preferred.

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of principles, practices, and procedures relating to logistics operations, transportation, food services, capital facilities planning and other support operations.  Knowledge of facilities management, including construction, maintenance, plant operations, energy management, real estate, and capital and operating budget strategies and procedures necessary to administer a comprehensive school facilities program. Knowledge of the facilities planning process as required by Board policy, the procedures and techniques unique to facilities planning, and knowledge of the annual state and local capital budget and associated six-year Capital Improvements Program (CIP) process. Knowledge of applicable local, state, and federal laws related to schools. Knowledge of diversity, cultural proficiency, and equity issues.  Proficiency in the use of technology and data analysis.  Ability to establish goals, objectives, and action plans. Ability to manage, motivate, lead, and challenge a team. Ability to identify and prioritize mission-critical issues with alignment of people, time, and resources. Ability to establish and maintain effective working relationships with the multiplicity of constituencies served by the district, the School Board, and federal, state, and county officials. Ability to communicate effectively, both orally and in writing.  Ability to lead large multi-tiered operational organizations preferred.

EDUCATION, TRAINING, AND EXPERIENCE:  Any combination of education and experience equivalent to a Master’s degree in management, business, public administration, finance, or a related field.  Eight (8) years of experience in operational management within a large, complex, multi-function organization. Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience.  Experience in an educational setting preferred.

Full Job Description

Chief Equity and Development Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply
Full Job Description

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Provides innovative leadership and management oversight to promote, champion, and sustain educational equity and an inclusive instructional and work environment; manages and ensures accountability for the programs and processes of Montgomery County Public Schools (MCPS) to include direct oversight of district-wide equity professional learning, student rights and restorative justice programs, Title IX response and resolution, discipline hearings; coordinates and provides equity-related consultation for curriculum, instruction, and assessment for general and special education, adult populations, and related student services; promotes and maintains a focus on raising student achievement, closing achievement gaps, and school improvement; implements the district’s Strategic Plan and its elements into the organization’s culture; supports equitable opportunities for all students; leads cross-departmental efforts to ensure that innovative and equitable practices are aligned with the Strategic Plan and executed with fidelity; works closely with the district leaders to ensure that initiative timelines are developed, executed, and maintained.

CERTIFICATE AND LICENSE REQUIREMENTS:  Must meet Maryland State certification requirements for Administrator I and II.  Superintendent licensure or certification preferred.

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of principles, practices, and procedures relating to curriculum and instruction for general education, special education, and adult populations and all related student services. Knowledge of American/world history, poverty, and the roots of inequity. Knowledge of school improvement and institutional transformation strategies and initiatives. Knowledge of applicable local, state, and federal laws related to schools and equity. Knowledge of professional development/training, conflict resolution, and mediation methods. Proficiency in the use of technology and data analysis. Ability to develop a data collection system, monitor progress, and implement focused school improvement programs.  Knowledge of current research on racial equity/social justice, theory, coaching, and best practices for providing professional development. Ability to set, communicate, and assess program priorities and performance standards. Ability to manage, supervise, motivate, lead, and challenge a team.  Ability to establish and maintain effective working relationships with the multiplicity of constituencies served by the district; the School Board; and federal, state, and county officials.  Ability to communicate effectively, both orally and in writing.

EDUCATION, TRAINING, AND EXPERIENCE:  Master’s degree required. Doctoral degree preferred.  Eight (8) years of experience in leadership and management in education, some of which shall have been in institutional transformation, transformational leadership, and equity attainment. Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience. Experience with strategic planning, leading large scale organizational change and evidence of equity work. Experience analyzing training needs, data analysis, designing research-based staff development, implementing high-quality training, and assessing the levels of effectiveness of staff development. Successful experience as a principal or change agent in large organization preferred.

Chief Academic Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Leads and manages the programs and processes of Montgomery County Public Schools (MCPS) that promote and sustain the instructional framework; provides innovative leadership and management oversight, and ensures accountability, for curriculum, instruction, and assessment for general and special education, and related student services; promotes and maintains a focus on raising student achievement, closing achievement gaps, and school improvement; implements the district’s Strategic Plan and its elements into the organization’s culture; supports equitable opportunities for all students; leads cross- departmental efforts to ensure that innovative and instructional practices are aligned with the Strategic Plan and executed with fidelity; works closely with the system leaders to ensure that initiative timelines are developed, executed, and maintained.

CERTIFICATE AND LICENSE REQUIREMENTS:  Must meet Maryland State certification requirements for Administrator I and II.  Superintendent licensure or certification preferred. 

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of principles, practices, and procedures relating to curriculum and instruction for general education, special education, and all related student services.  Knowledge of school improvement and organizational change strategies and initiatives. Knowledge of diversity, cultural proficiency, and equity issues. Knowledge of applicable local, state, and federal laws related to schools and equity. Ability to set, communicate, and assess program priorities and performance standards. Ability to manage, supervise, motivate, lead, and challenge a team. Ability to establish and maintain effective working relationships with the multiplicity of constituencies served by the district; the School Board; and federal, state, and county officials. Proficiency in the use of technology and data analysis.  Ability to communicate effectively, both orally and in writing.

EDUCATION, TRAINING, AND EXPERIENCE:  Master’s degree required. Doctorate preferred.  Eight (8) years of experience in leadership and management within education.  Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience.  Successful experience as a principal preferred.

Full Job Description

Chief Technology Officer

Montgomery County Public Schools - Rockville, Maryland

Click here to apply
Full Job Description

Job Specific Information:  The salary for this position is $249,322. This position is posted ongoing until filled and has a July 1, 2025 start date. Please upload a current resume and interest letter. For information about benefits, please follow the link below.

https://drive.google.com/file/d/1nCKtJEqy4w4SLTzmvmVXgE8hPfOBolkb/view 

MCPS Official Job Description

SUMMARY DESCRIPTION OF CLASSIFICATION:  Plans, directs, manages, and evaluates all Montgomery County Public Schools (MCPS) Department of Information Technology programs, services, and personnel to include the offices responsible for technology integration, technology infrastructure, knowledge asset management, cybersecurity, and customer products and services; provides innovative leadership and management oversight to improve planning, procurement, implementation, operation, support, security, and maintenance of IT systems that support and enhance education and business operations as well as improve cost effectiveness and efficiency; provides strategic vision and tactical direction in areas of policy, planning, and standards for information technology and related functions; and works with both senior academic and operational leaders to facilitate institutional change and create a positive organizational culture for IT services that supports the district’s goals and objectives.

CERTIFICATE AND LICENSE REQUIREMENTS:  None 

KNOWLEDGE, SKILLS, AND ABILITIES:  Knowledge of the principles and practices of process innovation and reengineering/redesign to provide staff and customers with timely and convenient access to information and services through the use of technology. Knowledge and understanding of information technology directions, trends, and the strategic business impact of key business and information technology initiatives. Knowledge of and ability to adopt a risk-based approach to cybersecurity investments. Thorough knowledge of educational and instructional leadership, theory and practice including innovative approaches to teaching and learning, and utilizing technology in a K-12 environment.  Thorough knowledge of technology rules, regulations and guidelines that apply to K-12 education and the use of technology to improve instruction, to better meet the needs of all learners, and foster student participation and engagement. Thorough knowledge of laws, policies, regulations and best practices related to student data privacy and cybersecurity. Skill in developing and maintaining technology standards (e.g., Cloud, SaaS) and technology solutions for learning and business continuity. Skill in designing and implementing IT organizational structure to support the district’s goals and objectives. Ability to think strategically and drive enterprise technology objectives. Ability to predict, analyze, and manage cultural and technological changes within the organization. Ability to plan, formulate, and execute policies and programs. Ability to explain and interpret MCPS regulations, policies, and rules to individuals and groups in order to gain compliance, cooperation, and understanding. Ability to analyze a variety of administrative, operational, and fiscal problems and make sound recommendations for solutions. Ability to manage fiscal, physical, and human resources necessary to carry out the diverse functions and programs of the department. Ability to manage a large staff through subordinates. Ability to work with internal and external auditors to ensure compliance with all data privacy laws and regulations. Ability to establish effective cooperative working relationships with officials, including the ability to develop consensus that accommodates conflicting interests and viewpoints. Ability to facilitate vendor selection process and manage relationships with strategic service providers. Ability to create an organizational culture of client-centered service. Ability to communicate effectively, both orally and in writing.

EDUCATION, TRAINING, AND EXPERIENCE:  Any combination of education and experience equivalent to a master’s degree in computer science, public administration, educational technology, or a related information-based field.  Doctoral degree preferred.  Eight (8) years of experience in managing information technology programs and services.  Advanced degree(s) beyond the minimum degree requirement in a relevant field may be considered for some experience. Experience in a K-12 setting, specifically in technology and information systems preferred.

Superintendent of Schools

White Mountains School Administrative Unit #35 - Franconia, Vermont

The School Boards of White Mountains School Administrative Unit #35 invite highly qualified and future-focused candidates to apply for the position of Superintendent of Schools.

SAU #35 serves seven picturesque towns nestled in the foothills of the western White Mountains. These towns—Bethlehem, Easton, Franconia, Landaff, Lisbon, Lyman, and Sugar Hill—are surrounded by the natural beauty of both the White Mountains and the Lakes Region. Here you will find the true spirit of New Hampshire, offering residents and visitors alike a wealth of outdoor recreational opportunities. Four season recreational opportunities are in abundance, including hiking and camping in the beautiful White Mountain National Forest; fishing the streams and natural lakes and ponds; horseback riding and cross-country skiing over many miles of groomed trails; and alpine skiing on premiere slopes of the Northeast.

SAU #35 is comprised of five distinct school districts that serve a diverse student population of around 800 students. The district’s schools include:

Bethlehem Elementary School (preK-6) is noted for its personalized learning and continuum of educational programs. This school is in the town of Bethlehem and provides elementary education for Bethlehem students. Bethlehem Elementary was recently awarded the 2024 Elementary School of Excellence Award by the New Hampshire Excellence in Education (EDies) board.

Lafayette Elementary School (K-6) has received the New Hampshire Elementary School Award for Excellence and has been designated as the 4th best elementary school in NH by US News and World Report. This school is in the town of Franconia and provides elementary education for Easton, Franconia, and Sugar Hill students.

The Landaff Primary School (or The Blue School, preK-4) currently provides education for 16 students in a one room school. This school is located in the town of Landaff and provides preK-4 education for Landaff Students. The Blue School recently applied for and was granted an Innovation School Plan by the New Hampshire Department of Education.

Lisbon Regional School (K-12) is a prime example of a public school with a well-designed integrated curriculum. This school is located in the town of Lisbon and provides K-12 education to Lisbon and Lyman Students.

Profile Middle/High School (7-12) has received national recognition as a pioneer in the "Green School" architectural design. This school is located in the town of Bethlehem and provides middle/high school education to students from the towns of Bethlehem, Easton, Franconia, and Sugar Hill. Profile High School was listed as one of the top ten high schools in New Hampshire, according to the 2024 U.S. News and World Report. 

Each school provides students with a rigorous and engaging education, but in order to ensure achievement to the fullest potential, the school administrative unit needs a leader who can unify its efforts, inspire its educators, and motivate its schools to new heights.

For more information, please visit the district website: www.sau35.org

The next Superintendent of SAU #35 must demonstrate:

• The resourcefulness to promote student performance and social/emotional development as primary objectives

• Strong leadership qualities with the ability to successfully work with all stakeholders, including six school boards

• Management and leadership in a diverse and unique set of small rural school districts

• Superior fiscal acumen and knowledge as needed for six different district budgets 

• Visibility in all communities served

• A commitment to establishing consistency and uniformity among all districts 

• Collaborative and confident decision making

• Outstanding communication and time management skills

General Qualifications and Requirements

• Strong central office experience combined with a background in public education and building administration or demonstrated experience in educational leadership 

• An advanced graduate degree is preferred and Superintendent certification or eligibility for certification in New Hampshire is necessary

SAU #35 is prepared to offer a competitive salary of up to $190,000 (inclusive of a comprehensive benefits package) to a leader with exceptional credentials, accomplishments, and promise.

Interested applicants should contact:

NESDEC Search Office
SAU #35 Superintendent Search"
New England School Development Council
28 Lord Road, Marlborough, MA, 01752
Telephone: 508-481-9444, Email: search@nesdec.org

To access the application, please visit www.nesdec.org

https://www.applitrack.com/nesdec/onlineapp/

Applications will be reviewed beginning on January 17, 2025, with interviews scheduled shortly thereafter.  The starting date is July 1, 2025.