Deputy Superintendent of Student Services

Deputy Superintendent of Student Services

POSITION SUMMARY

The Deputy Superintendent of Student Services serves as a key member of the Superintendent’s executive cabinet and is responsible for designing, aligning, and leading a coherent system of student services that is fully integrated with the district’s Instructional Core.

This role ensures that all students—particularly multilingual learners, students with disabilities, and other high-needs populations—have equitable access to rigorous, grade-level instruction.

The Deputy Superintendent leads the strategic alignment of special education, multilingual learner services, social-emotional learning, and student supports with Tier 1 instruction, ensuring that services are embedded within classroom practice rather than operating as parallel systems.

KEY RESPONSIBILITIES

Instructional Systems Leadership

• Lead the integration of student services with the district’s Instructional Core to ensure equitable access to rigorous instruction 
• Ensure all supports (SPED, ML, SEL) are aligned to and strengthen Tier 1 instruction 
• Establish and monitor clear expectations for grade-level rigor, scaffolding, and student engagement 

Multi-Tiered Systems of Support (MTSS)

• Design and implement a coherent MTSS framework prioritizing strong Tier 1 instruction 
• Ensure interventions supplement—not replace—core instruction 
• Monitor effectiveness of supports through student experience and instructional data 

Professional Learning & Adult Development

• Design and oversee professional learning systems that build educator capacity in: 
  • Instructional planning 
  • Scaffold design 
  • Language development 
• Ensure PLCs are structured, focused, and aligned to the Instructional Core 
• Support lesson study and practice-based inquiry cycles 

Leadership Development

• Coach and develop principals to lead instructional improvement 
• Ensure principals are equipped to: 
  • Lead effective PLCs 
  • Provide aligned instructional feedback 
  • Monitor rigor and student engagement 

Instructional Coherence & Accountability

• Establish consistency across schools through: 
  • One planning protocol 
  • One walkthrough tool 
  • Aligned feedback systems 
• Monitor instructional quality and reduce variability across classrooms 

Data-Driven Improvement

• Use data to identify gaps in access to rigorous instruction 
• Lead system-level decisions based on instructional trends—not just outcomes 
• Partner with Data & Accountability to ensure actionable insights 

Family & Community Engagement

• Build strong partnerships with families and community organizations 
• Align engagement efforts to improve: 
  • Attendance 
  • Student engagement 
  • Equitable access to rigorous learning 

Compliance & Operations

• Ensure full compliance with all federal, state, and local regulations (SPED, civil rights, bilingual education) 
• Oversee departments providing student support services 
• Maintain required district plans and reporting structures 

QUALIFICATIONS

• Massachusetts licensure as a Superintendent/Assistant Superintendent 
• Master’s Degree in Special Education required 
• Doctorate preferred 
• Minimum of five years of successful teaching experience in urban schools 
• Minimum of five years of successful administrative leadership experience 
• Experience as a principal or central office administrator required
• Experience at the middle level required 
• Demonstrated expertise in: 
  • Special education and inclusive practices with social emotional learning expertise
  • Multilingual learner education 
  • MTSS frameworks 
  • Instructional improvement in urban settings 
• Proven ability to design and lead professional learning systems (PLCs, coaching, etc.) 
• Strong understanding of the Instructional Core and equitable access to rigor 

SUCCESS METRICS

Success in this role will be measured by:

• Increased consistency of grade-level instruction across classrooms 
• Improved effectiveness of scaffolds and supports for diverse learners 
• Strong implementation of PLCs focused on instructional planning 
• Reduction in variability across schools 
• Increased student engagement in thinking, talking, and grade-level work 

TERMS OF EMPLOYMENT: 

• This is a 12 month position
• The nature of this position requires hours beyond the regular school day. The person filling this position will prioritize completing the necessary tasks and set hours accordingly.

 SALARY: $185,000 - 197,000