Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 320,000 students in 600 schools and employing approximately 40,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.
The Office of Diverse Learner Supports and Services (ODLSS) provides the tools and resources to ensure that all diverse learners receive a high-quality public education that prepares students for success. Diverse Learners in our district refers to students with Individualized Education Programs (IEPs) and 504 Plans. ODLSS works to support networks, schools, and families with all issues related to special education, including instruction, interventions, as well as legal and compliance support.
Job Summary:
Reporting to the Executive Director of Instructional Operations, the Director of Instructional Quality will lead the strategy to ensure the district supports high-quality instruction and behavior interventions for every student in the district with a disability, and is responsible for supporting the District's Physical Restraint and Time Out (PRTO) strategy. This role is a critical part of the leadership team as it implements the new strategic plan and transforms the Department into a best-practices organization.
The Director, Instructional Quality will be held accountable for the following responsibilities:

• Provides strategy-driven leadership, direction, and supervision to the Instructional Quality teams, including Behavioral Supports and PRTO, to promote continuous improvement and consistent implementation of Instructional Models, in alignment with the District's vision for special education.
• Assist in the targeted planning and implementation of the ODLSS strategic plan to increase high-quality standards in instruction and improve outcomes in schools for students with disabilities.
• Partner with ODLSS leadership to create and implement a professional development strategic plan for ODLSS that supports teachers and DL cluster programs professional development
• Lead the team of SEAs and Behavior Specialists to ensure instructional quality and best practices are implemented across the district, including direct supervision, coaching, and performance management
• Support the Physical Restraint and Time Out training and reporting strategy for the district
• Provide professional learning to staff to ensure instructional expertise and to build a team of subject matter experts
• Analyze and assess the implementation of instructional strategies to measure the efficacy of professional learning provided and inform the ODLSS professional learning strategy
• Develop and implement a framework and quality indicators that will support rigorous instruction for inclusion, co-teaching, and cluster programs
• Conduct instructional observations and participate in rigor walks to evaluate and assess the support needs of schools and networks
• Collaborate with CPS departments within and outside of ODLSS to provide tools, services, and strategies for differentiated school-level support for principals, instructional leadership teams, and special education staff that drive school improvement
• Develop and implement consistent standards of interventions for teams to provide research-based interventions consistent with the MTSS framework
• Coordinate best practices and standards of instruction for dually identified students (English Learners and Special Education)
• Develop and implement data reporting and visualizations that allow for progress monitoring and continuous improvement of the Instructional Quality, Behavior, and PRTO teams and processes
• Other duties as assigned

In order to be successful and achieve the above responsibilities, the Director, Instructional Quality must possess the following qualifications:
Education Required:

• Bachelor's degree from an accredited college or university, required
• Master's degree in Education or a related field, required

• Special Education teaching certificate or Professional Educator License (PEL) issued by the Illinois State Board of Education, or General Administrative (or out-of-state equivalent with the requirement that ISBE licensure be obtained within 6 months), required
• Ed.D. or Ph.D. in education, preferred

Experience Required:

• Minimum seven (7) years of experience in district leadership, case management or similar roles supporting diverse learners
• Minimum three (3) years of supervisory experience
• Experience supporting student assessments and/or student assignment processes is preferred.
• Principal experience is strongly preferred

Knowledge, Skills and Abilities:

• Expertise in best-practice special education instruction (consistent with state certification requirements)
• Demonstrated leadership in implementing successful instructional strategies in special education
• Expertise in professional development, adult learning theory, as well as leadership development, building an effective team, coaching and promoting the professional growth of team members
• Ability to effectively lead a team of technically skilled employees in an educational setting
• Strong leadership, team building and communication skills (speaking, writing, and listening)
• Ability to manage professionals, review work effectiveness, and develop colleagues' skills as needed.
• Demonstrates ability to collaborate
• Collaboration skills to work effectively with a wide range of district personnel, families, and the general public
• Demonstrated ability to design and implement short and long-term objectives
• Excellent communication skills both written and verbal
• Ability to effectively lead, organize, and direct the work of others
• Strong decision-making ability and resource management skills
• Strong analytical and problem-solving skills
• Excellent skills in data collection and analysis, interpretation, report writing, and presentations
• Knowledge of research and evaluation methodologies
• Knowledge of data systems including enterprise data warehouses and student information systems
• Ability to handle multiple concurrent activities, work under pressure, and prioritize work effectively to meet deadlines
• Proven ability to make recommendations on various topics, detailed, controversial, simple or complex.
• Ability to be flexible and adapt as needed between in-person, virtual, and hybrid environments
• Capable of managing large, high-priority projects and programs within a large, complex organization
• Knowledge of district policies and procedures is preferred

Conditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:
• Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.
• Be Fully Vaccinated Against COVID-19 - Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters. Unvaccinated staff with an approved exemption must submit to weekly testing.