Position Summary: District 79/Adult Education provides classes to adults, 21 and over, who are seeking their high school equivalency diploma and/or are in need of basic education or English as a Second Language courses. D79/ Adult Education also provides career and technical education courses to adults, serving approximately 40,000 students across the five boroughs annually. District 79/Adult Education is organized into 8 regions that are comprised of a principal, assistant principals, and data teams. Additionally, District 79/Adult Education provides citywide testing for all who wish to obtain their High School Equivalency Diploma.
The Deputy High School Superintendent (DHSS) will serve as the key instructional support for the Superintendent. The DHSS will support the Superintendent in improving the performance of district Principals with respect to educational effectiveness and school performance. The DHSS will conduct site visits and work with Principals and instructional staff to address areas of improvement, concern, or focus identified by the Superintendent or other evaluators. The Deputy High School Superintendent may also act as the Superintendent’s designee for evaluative visits, and will maintain a citywide portfolio. Performs related work.
Reports to: Superintendent
Direct Reports: N/A
Key Relationships: Superintendent, the Division of the First Deputy Chancellor, the Executive Superintendent Office of School Quality, and the New York State Education Department.
- Acts as Superintendent designee to conduct Principal Evaluations annually in specific content areas including:
- supervisory walkthroughs;
- Measures of Leadership Practice; and
- Measures of Student Learning.
- May act as the Superintendent designee to conduct school reviews.
- Participates in the refinement of system-wide accountability policy to ensure that accountability tools continue to fairly evaluate and meet the needs of our programs.
- Advises the Superintendent and District leadership on establishing and maintaining a culture focused on student learning and achievement, leadership development, empowerment, and across-the-board accountability for improved outcomes of all students in all programs.
- Attends training and professional development opportunities to maintain up-to-date 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.
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 success supporting adult learning around:
- using multiple data sources to inform instructional decisions;
- using a cycle of inquiry and action-research; and
- leadership development.
- Knowledge of data-informed decision-making, and inquiry.
- Knowledge of accountability and instructional tools including:
- NRS Reporting System;
- TABE Assessment;
- BEST PLUS Assessment;
- 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.
- Strong service and support orientation and facilitative style towards schools and school communities.
- Sophisticated understanding and ability to apply theories of and effective practices for:
- student learning, growth and development;
- group process, communications, and organizational planning;
- deeply contextualized professional development;
- differentiated instructional strategies;
- 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: This position will involve travel throughout the city.
- Understanding and ability to support the instructional needs of:
- English Language Learners at all stages of English acquisition; and
- High School Equivalency candidates.
- Ability to work effectively as part of a team.