District 2 Deputy Community Superintendent

New York City Board of Education   •  

New York, NY

Industry: Education


Not Specified years

Posted 71 days ago

This job is no longer available.

The Deputy Community Superintendent (DCS) will serve as the key instructional support for Community Superintendents. The DCS will support the Community Superintendent in improving the performance of district Principals with respect to educational effectiveness and school performance. The Deputy Community Superintendent will conduct site visits and work withPrincipals and instructional staff to address areas of improvement, concern, or focus identified by the Community Superintendent or other evaluators. Deputy Community Superintendents may also act as the Community Superintendent’s designee for evaluative visits. DCSs will maintain district or borough-wide portfolios of up to 65 schools. Performs related work.

Reports to: Community Superintendent

Direct Reports: N/A

Key Relationships: Community Superintendent, the Division of the First Deputy Chancellor, Division of Teaching and Learning, Office of Curriculum, Instruction and Professional Learning, and the Office of School Quality.


  • Acts as Community Superintendent’s designee to conductPrincipal Evaluations annually in accordance with 3012-d in specific content areas, including:
    • Supervisory walkthroughs;
    • Measures of Leadership Practice; and
    • Measures of Student Learning.
  • Participates in the refinement of system-wide accountability policy to ensure that accountability tools continue to fairly evaluate and meet the needs of our schools.
  • Advises the Community Superintendent and district leadership on establishing and maintaining a culture focused on student learning and achievement, leadership development, empowerment, and across-the-board accountability for improved outcomes of all students in all schools.
  • Attends training and professional development opportunities to ensure appropriate training and certification.
  • Supports principals in developing comprehensive school improvement plans, including strategic plans for curriculum, instruction, and organizational management.
  • Provides professional development and on-site coaching to school principals and instructional staff to address areas of focus, concern, and high need.

Qualification Requirements:


Must currently possess a New York State Certification as a School District Administrator (SDA) or School District Leader (SDL). Please note: We do not accept internship certificates


  • Three (3) years of successful experience as a public or private school principal.
  • Respected, highly skilled instructional leader with broad experience as an educator across roles and student populations, e.g., general education, ELL, and special education.
  • Proven record of success improving outcomes for all students by:
    • using multiple data sources to inform instructional decisions; and
    • using a cycle of inquiry and action-research.
  • Proven record of successsupporting adult learning around:
    • using multiple data sources to inform instructional decisions;
    • using a cycle of inquiry and action-research; and
    • leadership development.
  • Knowledge of data-informed decision-making, and inquiry.
  • Knowledge of accountability and instructional tools including:
    • 3012-d related initiatives;
    • Periodic Assessments;
    • Common Core Learning Standards; and
    • Danielson Framework for Teaching.
  • Commitment to outcome-based accountability, data-driven decision-making, differentiated instruction, and continuous adult learning as drivers of improved student outcomes.
  • Commitment and ability to clearly and accurately engage and inform parents and school communities about how each child and group of children is progressing compared to others and to involve school communities in improved student learning.
  • Strong service and supportorientation and facilitative style towards schools and school communities.
  • Sophisticated understanding and ability toapplytheories of and effective practices for:
    • student learning, growth, and development;
    • group process, communications, and organizational planning;
    • deeply contextualized professional development;
    • differentiated instructional strategies especially for high-needs students;
    • standardized, observational, performance-based and alternative assessments; and
    • continuous principal, teacher, and student learning, including evaluation, self-evaluation, and evidence-driven adjustment of instruction and interventions.

NOTE: Principal Evaluations will involve travel throughout the assigned district(s).


  • Previously conducted School Quality Reviews.
  • Understanding and ability tosupport theinstructional needsof:
    • English Language Learners at all stages of English acquisition;
    • Special Education students; and
    • students identified as gifted.
  • Ability to work effectively as part of a team.