POSITION:

Assistant Director

SCHEDULE:

260-day contract

LOCATION:

Teaching & Learning

SUPERVISOR:

Department Director

POSITION TYPE:

Certificated Administrator

COMPENSATION:

$140,609-$165,918 /year depending on experience; supplemental compensation for PhD/EdD; monthly travel stipend; and annual reimbursement for professional growth. Pay is annualized over 12 months (if hired after July, spread over remaining months of contract year (Jul-Jun))

BENEFITS:

Medical, dental, vision, and basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA); paid leave

REQUIRED QUALIFICATIONS:

Master's Degree in Educational Administration or related field.

Current Washington State Principal Certificate and/or Professional Administrator certificate.

Five or more years of teaching and/or administrative experience at the elementary level, experience in culturally and economically complex communities preferred. Early Childhood Education and/or Multilingual Language Learner teaching experience preferred.

Administrative and/or supervisory experience in Special Education or other federal or state-funded categorical programs preferred.

Valid Washington State Drivers License; WSP/FBI criminal history background clearance

POSITION OVERVIEW

This Assistant Director position focuses on Early Childhood & Multilingual Language Learners. The individual provides visionary leadership for equitable early learning and multilingual education systems grounded in child development, inclusive practices, and whole-child learning. This position leads the design, implementation, and continual improvement of innovative early childhood programming that honors the developmental characteristics of the first plane of development while ensuring access for all learners.

The Assistant Director will support teaching and learning practices that build strong literacy and math skills, encourage practical life experiences, promote hands-on exploration, strengthen oral language development, and help students grow in independence and confidence. This role requires strong leadership, creative problem-solving, teamwork, and a commitment to ensuring all students have access to high-quality learning opportunities.

DESIRED PERFORMANCE ABILITIES

• Applies systems thinking to identify challenges, improve processes, and advance equitable outcomes for all students.
• Designs and implements innovative curriculum, programs, and services that support student learning and success.
• Uses collaborative problem-solving strategies to build consensus, address complex issues, and achieve shared goals.
• Builds and sustains positive, trust-based relationships with students, families, staff, and community partners.
• Demonstrates knowledge of child development and multilingual language acquisition to support effective instructional and program decisions.
• Applies developmentally appropriate practices that meet the diverse needs of learners.
• Demonstrates flexibility, reflection, and sound judgment when responding to changing needs and challenges.
• Creates learning environments where all children are supported, valued, and empowered to succeed.
• Fosters inclusive, culturally sustaining school communities that promote belonging and respect for all students.

DUTIES AND RESPONSIBILITIES

An employee hired for this assignment may perform all or some of the responsibilities defined below:

• Develop and lead a comprehensive vision for equitable early childhood and multilingual learner programming aligned with district priorities and best practices.
• Lead systems-level continuous improvement efforts that promote equitable practices, reduce disproportionality and opportunity gaps, and expand access to rigorous, engaging and meaningful learning experiences that support school readiness, language development, academic success, and long-term student outcomes.
• Foster inclusive, child-centered learning environments that support academic, social-emotional, linguistic, and developmental growth, and promote equitable access to high-quality instruction and intervention services for all learners.
• Collaborate with school and district leaders to align curriculum, assessment, intervention, enrichment, and transition supports for early learners and multilingual students.
• Support educators in designing developmentally appropriate, culturally responsive, and linguistically sustaining learning environments and instructional practices that reflect principles of movement, choice, concentration, and purposeful work.
• Ensure instructional practices honor and leverage students' home languages, identities, and cultural assets to support equitable learning outcomes.
• Support implementation of WaKIDS Gold for ECEAP and Kindergarten.
• Direct and support the implementation of multilingual, dual language, and inclusive programs, ensuring compliance while strengthening program delivery and service quality for multilingual learners.
• Stay current on research, legislation, and emerging practices in early childhood and multilingual education.
• Support administrators and staff through coaching, professional learning, and implementation of evidence-based instructional practices for early learners and multilingual students.
• Collaborate with school and district staff to ensure smooth transitions for children entering kindergarten and progressing through early grades.
• Use collaborative child outcome data inquiry (e.g., GOLD or other assessment tools) to identify barriers and improve outcomes for underserved student groups.
• Lead and support the recruitment, hiring, supervision, and evaluation of district personnel, partnering with building and district leaders to promote a collaborative and high-performing culture.
• Collaborate across departments and with community partners to leverage and coordinate funding streams, including grants, Title programs, early learning funds, and special education resources, in support of district priorities.
• Develop, manage, and coordinate program resources, budgets, grants, and funding streams to sustain and expand services while maintaining equitable access to services for students and families.
• Understand and use technology to enhance teaching and learning, as well as administrative applications: Google Suite, MS Office, iObservation, and Skyward. Demonstrate a high level of organization and management skills.
• Ensure compliance with federal, state, and district requirements, including program monitoring, reporting, accountability measures, and ESSA regulations.
• Lead and/or actively participate in district-wide, department, and regional teams, community meetings, and parent advisory groups to support department goals and achieve specific objectives as directed by the Department Director.
• Build strong partnerships with families, community organizations, and regional agencies to support student learning and engagement.
• Demonstrated ability to work collaboratively with district personnel, building administrators, teachers, and support staff to support early learning foundational outcomes, and maintain a visible and accessible leadership presence.
• Use data, program evaluation, and research to identify needs, improve services, and advance equitable outcomes for programs and students.
• Other duties as assigned.

MENTAL DEMANDS

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; possess emotional intelligence to "read the room," create positive relationships, and manage conflict; may frequently support with distraught or difficult adults and children. May be required to work extended hours and days as needed to fulfill the responsibilities of the position.

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:

• Sit, walk, and/or stand for extended periods of time
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting
• The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 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, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.

QUALIFICATIONS

• Master's Degree in Educational Administration or related field.
• Current Washington State Principal Certificate and/or Professional Administrator certificate.
• Five or more years of teaching and/or administrative experience at the elementary level, experience in culturally and economically complex communities preferred. Early Childhood Education and/or Multilingual Language Learner teaching experience preferred.
• Administrative and/or supervisory experience in Special Education or other federal or state-funded categorical programs preferred.

CONTRACT

• 260-day contract; FLSA exempt position; job responsibilities to commence July 1, 2026

COMPENSATION

• $140,609-$165,918 /year depending on experience. Competitive benefits, supplemental compensation for PhD/EdD, and annual reimbursement for professional growth.

APPLICATION TIMELINE

• Position opening announced: June 3, 2026
• Deadline to receive application materials: June 16, 2026 11:59 p.m.
• Anticipated interviews: June 22, 2026

APPLICATION REQUIREMENTS

• Completed online administrative application
• Letter of application addressing the desired performance abilities (attachment)
• Resume (attachment)
• Four (4) current letters of recommendation to include immediate supervisor, staff member, colleague (upload in references section)
• Unofficial transcripts from most recent educational institution (attachment)
• Professional certificate (attachment)