K-12 MTSS Director/Virtual Programming Administrator

Title: K-12 MTSS Director/Virtual Programming Administrator

Reports To: Superintendent (or designee)

Wages: Per Contract 

Position Summary

The K-12 MTSS Director is responsible for leading a comprehensive, district-wide system that integrates Multi-Tiered System of Supports (MTSS) with an emphasis on mathematics achievement, STEAM and equitable outcomes for all students.

This role builds district and school capacity to implement evidence-based academic, behavioral, and social-emotional supports while ensuring high-quality curriculum, aligned instructional practices, and data-driven decision-making. The Director works collaboratively with district leadership, principals, teachers, and community stakeholders to improve student achievement, reduce failure rates—particularly in mathematics—and ensure college and career readiness for all learners.

A Virtual Programming Administrator provides instructional leadership and administrative oversight for an online or hybrid school environment. This position manages day-to-day operations, implements curriculum and assessment strategies, and ensures compliance with district, state, and federal policies. They collaborate with teachers, counselors, students, families, and support staff to create a positive and inclusive virtual school culture. The role also involves monitoring student performance data, addressing attendance and participation issues to enhance learning outcomes. This is an on campus position. 

Essential Responsibilities

Leadership & Systems Implementation

• Collaboratively lead and monitor a district-wide MTSS framework aligned with strategic goals in coordination with the K-12 Curriculum Director and principals. 
• Oversee the development and implementation of Tier 1, Tier 2, and Tier 3 systems, including intervention protocols, progress monitoring, and problem-solving processes.
• Ensure alignment between MTSS, curriculum, instruction, and student services across general and special education.
• Coordinate instructional coaches, mentoring programs, and district-wide support systems for Math Instruction.

Virtual Program Administrator

• Serve as Virtual  Programming Administrator in Progress Meetings with Students and Families. Assist in the creation of goal setting measures for Virtual Students.
• Lead the implementation of the Galesburg-Augusta Education Virtual Handbook.
• Assist in virtual participation mentor contacts with students
• Other duties as assigned 

Mathematics/STEAM Leadership & Instructional Coaching

• Lead district efforts to improve mathematics instruction and reduce failure rates across K–12.
• Coach, model, co-teach, and support teachers using research-based instructional strategies and district evaluation frameworks (e.g., Danielson, GELN Math Essentials).
• Conduct classroom walkthroughs and observations; provide actionable feedback to improve instruction.
• Support teacher evaluation processes in collaboration with building administrators.
• Develop and support teacher growth plans and mentor new educators in collaboration with instructional leaders.
• Facilitate professional learning that increases student engagement and achievement in mathematics.
• Seek out and support implementation of grants for STEAM work. Maintain STEAM support to robotics teams, Project Lead The Way (PLTW) classes and a STEAM elementary specials class.  Create and implement STEAM alignment in the district K-12.

Professional Development & Capacity Building

• Provide ongoing coaching, training, and technical assistance for administrators, teachers, and support staff in the area of Mathematics.
• Build internal capacity to sustain high-quality instruction and MTSS practices with fidelity.
• Facilitate collaboration within the district and with external partners.

Data, Assessment & Program Evaluation

• Oversee universal screening and assessment systems in academics, behavior, and social-emotional learning.
• Lead district data reviews and support schools in analyzing formative, summative, and anecdotal data.
• Use data to set benchmarks, establish goals, monitor progress, and evaluate program effectiveness.
• Report outcomes and progress to district leadership and the Board of Education.
• Ensure consistent use of data systems and intervention tracking tools.

Collaboration & Communication

• Serve as liaison between schools, district leadership, families, and community partners.
• Collaborate with the K-12 Curriculum Director and principals to align initiatives and supports.
• Support family engagement and communication related to MTSS and student learning.

Student Support & Services

• Support the design and delivery of academic, behavioral, and social-emotional interventions.
• Collaborate with specialists to ensure appropriate support for diverse learners, including at-risk, special education, 504, and English Learners.
• Assist in developing eligibility criteria for intervention and enrichment services.
• Work directly with targeted student groups as needed to support achievement outcomes.

Qualifications

Required

• Bachelor’s degree (Master’s degree preferred) in Education, Curriculum & Instruction, Educational Leadership, or related field
• Valid Michigan teaching certificate; administrator certification (or ability to obtain) preferred
• Minimum of 3–5 years of successful teaching experience, preferably in mathematics
• Strong knowledge of:
• MTSS, PBIS, and SEL frameworks
• Evidence-based instructional practices, especially in mathematics
• Data analysis and assessment systems
• Experience in instructional coaching, professional development, and adult learning
• Demonstrated leadership, collaboration, and communication skills
• Ability to manage complex initiatives and lead organizational change

Preferred

• Prior K–12 leadership or district-level experience
• Experience with curriculum development and evaluation systems (e.g., Danielson)
• Knowledge of GELN Math Essentials and disciplinary literacy practices
• Experience working with multiple data platforms and instructional tools
• Background supporting both intervention and advanced learners

Working Conditions

• Frequent travel between district buildings and occasional external meetings
• Flexible schedule with occasional extended hours
• Regular standing, walking, sitting, and movement throughout the day
• Occasional lifting (up to 50 pounds)
• Fast-paced work environment with frequent interruptions

Considerations

This job description outlines the general nature and level of work performed but is not intended to be an exhaustive list of all duties, responsibilities, or qualifications. Please note that 50-60% of this position is contingent upon grant funding. Compensation for this position will be based on the district's non-union salary schedule. This position has a 46 week employment contract.

APPLICATION: 

Qualified applicants must submit an online application at 

www.g-aschools.org. Please include resume, cover letter, 

transcripts and certification.

This notice is posted on April 21, 2026 and will remain posted until filled.

The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation, and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected characteristic, (collectively “Protected Classes”) in its programs and activities, including employment opportunities.  The District’s Compliance Officers shall handle inquiries regarding the Board’s nondiscrimination policies and any complaint of discrimination.  

Complaints or inquiries should be forwarded to:  

1076 N. 37th St.

Galesburg, MI 49053

Lindsey Newton, Superintendent * 1076 N. 37th St., Galesburg, MI 49053 * (269) 484-2000 * Fax (269) 484-2001

Galesburg-Augusta Community Schools is an equal opportunity employer.