Key Relationships: Works closely with the Senior Leadership in District Planning, directors, support staff, Office of Student Enrollment (OSE), the Division of Community Empowerment, Partnerships, and Communications, including Family and Community Engagement (FACE), Intergovernmental Affairs (IGA), and Press, the Office of Space Planning (OSP), School Construction Authority (SCA), Office of Legal Services (OLS), Teaching and Learning, including Specialized Instruction, the Office of School Design and Charter Partnerships, the Division of the First Deputy Chancellor, other Department of Education (DOE) personnel, and external vendors.
School Planning and Investment
- Supports Senior Executive Director with the development and implementation of district, borough, and citywide policies and plans for structural changes intended to positively impact school performance, families’ access and choice, learning conditions, and to promote school integration and diversity.
- Collaborates with the Senior Executive Director to make decisions regarding space and resource allocation to existing high-potential district and charter schools in order to sustain their growth and quality.
- Provides executive leadership and exercises policy, administrative responsibility, and maintenance for the strategic planning, design, development, and enhancement of all management information systems utilized by the ODP.
- Supports the Senior Executive Director in managing the development and review of EIS for all significant changes to school utilization, including the analysis of how proposed structural changes will impact school and neighborhood communities.
- Manages the Division’s relationships with Community Education Councils (CECs), district planning committees, and other key stakeholders to develop and gather feedback on proposals.
- Manages daily operations of the charter space request process and establishment of charter school sites pursuant to the 2014 state law regarding charter co-locations in public space.
- Manages close working relationships with all active Charter Management Organizations (CMOs) related to space requests and the process for establishing charter school sites in DOE buildings.
- Drives policy affecting optimal student educational opportunities, including program development, evolvement of analytical tools and movements to measure success, adherence to the Chancellor’s and Mayor’s educational initiatives, and operations policies, along with other pertinent functions associated with leading a major strategic initiative within the DOE.
- Assists the Senior Executive Director to ensure that new schools are being sited and grown in the buildings and neighborhoods that will maximize their effectiveness.
School Support, Sustainability and Intervention Planning
- Supports the Senior Executive Director in developing methodology and leading the implementation of an investigation process to identify schools with reduced capacity to make progress.
- In collaboration with other key DOE partner offices, manages the process to assess struggling schools and, where necessary, to propose planning-related interventions to address performance, under-enrollment, and demand.
- In collaboration with Executive Superintendents, Superintendents, and other partner offices, develops recommendations for support and intervention in low-performing schools.
- Assists in management of the creation of proposals for school mergers, closures, and expansion or truncation of grades served by schools based on performance, enrollment, and demand considerations.
- Assists the Senior Executive Director in managing new and existing relationships with principals, Executive Superintendents, and other stakeholders to assess the needs of schools and communities.
- Supports all analyses around state-mandated intervention models for struggling schools; in collaboration with Executive Superintendents and other key partners, develops recommendations for the designation of models to match specific schools.
- Supports collaboration with OSE to oversee all needs analyses for 3K, Pre-Kindergarten, and Gifted and Talented (G&T) programs citywide, including working through district channels to identify schools where Pre-Kindergarten and/or G&T programs can be sited.
- Manages relationship with other key partners, including District 75 and District 79, to assess need and demand and to identify areas to expand program offerings.
- Supports collaboration with the Division of the Senior Deputy Chancellor and School Support to prepare data briefings for Superintendents and Executive Superintendents to facilitate structural changes and interventions to schools.
- A master’s degree from an accredited college or university in education, educational psychology, educational leadership, public administration, public policy, social work, or a closely related field, and two years of satisfactory, full-time progressively responsible professional experience in education administration, in such areas as: portfolio planning, educational grants/funding, student enrollment, assessment and accountability, youth development, special education, early childhood, program evaluation, policy research, college and career readiness, health and wellness, immunization, diagnostic and treatment services for parents and children, out of school programs, career and occupational education, curriculum development, evaluation and testing, educational planning, and educational statistics, or a related field, at least 18 months of this experience must have been in an executive, managerial, consultative, administrative or supervisory capacity in education administration; or
- A baccalaureate degree from an accredited college or university and four years of satisfactory, fulltime progressively responsible professional experience, in one or more of the areas as described in “1” above, at least 18 months of which must have been in an executive, managerial, consultative, administrative or supervisory capacity; or
- A four-year high school diploma or its educational equivalent and six years of satisfactory, full time professional experience, in one or more of the areas as described in “1” above, at least 18 months of which must have been in an executive, managerial, consultative, administrative or supervisory capacity; or
- Education and/or experience equivalent to “1”, “2”, or “3” above. Undergraduate education above the high school level may be substituted for professional experience, in the areas described in “1” above, at the rate of 30 semester credits from an accredited college or university for each year of experience, up to a maximum of 4 years. Graduate education in areas other than those mentioned above, may be substituted for the professional experience, at the rate of 15 graduate semester credits from an accredited college or university, for 6 months of experience, up to a maximum of 1 year of professional experience. However, all candidates must have a high school diploma or its educational equivalent and 18 months of experience in an executive, managerial, consultative, administrative or supervisory capacity in education administration as described above.
- Experience in a management and communication role within a large organization.
- Knowledge and understanding of overall organizational strategy.
- Ability to prepare written reports and presentations clearly and concisely.
- Capability in implementation of policies and procedures on a department-wide scale.
- Success and talent when building a team and the ability to manage in a fast- paced environment in which customer needs are first.
- Internal candidates preferred.