Chief of Student Success

SUMMARY Serve as a key member of the Superintendent's Cabinet, providing executive leadership and strategic oversight for multiple district departments, including Student Services, Special Education, Health Services, and Gifted Programming. This role directly supervises directors and executive directors, guiding their work to ensure alignment with district priorities, equitable student outcomes, and operational excellence. Serve as a leader in district-wide crisis response, from major emergencies to individual or localized incidents, ensuring student and staff safety, compassionate support, and recovery. Through this leadership, the Chief Student Success Officer shapes policies, programs, and initiatives that affect every student and school, driving district-wide impact and advancing Jeffco's mission of student success.

ESSENTIAL DUTIES AND RESPONSIBILITIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Lead the design, implementation, and evaluation of district-wide initiatives to promote student success, ensuring alignment with Jeffco's strategic plan, Board priorities, and evidence-based practices.

Champion equitable access and outcomes for all students, particularly historically underserved populations. Develop and implement strategies to close achievement gaps and foster inclusive, culturally responsive learning environments.

Use qualitative and quantitative data to inform strategic decisions, measure program impact, monitor student outcomes, and continuously refine initiatives across academic, behavioral, social-emotional, and health domains.

Shape, implement, and monitor district policies, programs, and practices. Ensure compliance with federal and state laws, Board policies, negotiated agreements, and other regulatory requirements.

Manage and oversee an annual budget exceeding $100 million, including departmental allocations and local, state, and federal grants. Ensure resources are strategically aligned to district goals and student success priorities.

Drive the alignment of academic, behavioral, social-emotional, and health systems across the district, including multi-tiered systems of supports (MTSS). Promote innovative, research-based practices to improve instructional quality and student outcomes.

Lead systemic change initiatives that improve teaching, learning, and operational effectiveness. Foster a culture of continuous improvement, collaboration, and innovation among staff, departments, and schools.

Serve as a key member of the Superintendent's Cabinet, Academic Leadership Team, and Proactive Behavior & Safety Team. Partner with HR, IT, Finance, Legal, and other departments to ensure integrated, district-wide strategies that advance student success.

Represent the Superintendent and Board of Education with staff, families, community members, policymakers, and media. Build trust and foster partnerships that enhance student achievement and support district priorities.

Recruit, develop, supervise, and evaluate high-performing leaders and staff. Promote a student-centered, results-oriented work environment that prioritizes instructional excellence, collaboration, and professional growth.

Provide leadership in districtwide issues/crisis management, ensuring coordinated communication, rapid response, and alignment between cabinet, communications staff, and the Superintendent. Participate in the Incident Management System.

Provide guidance and coordination for schools and staff in responding to individual or localized incidents, including student deaths, accidents, or other traumatic events. Support healing and resilience for students, families, and staff through compassionate, short and long-term strategies and connection to appropriate resources.

Perform additional responsibilities as assigned by the Superintendent to advance district goals and student outcomes.

EXPERIENCE A minimum of 7 years of experience in a senior-level district administrative role or school principal role, with demonstrated expertise in advancing instructional excellence and improving outcomes for diverse learners and experience leading complex projects and strategic initiatives; supervising and developing teams; and guiding organizational growth and improvement. Experience in special education and/or gifted and talented programming, with experience at the Director level or higher preferred.

EDUCATION AND TRAINING Bachelor's degree required. Master's degree or Ph.D. or EdS in Education, Special Education, Gifted Education, Educational Leadership, Administration, Curriculum & Instruction, or a closely related field preferred.

CERTIFICATES, LICENSES, REGISTRATIONS Active Colorado Department of Education Administrators license required.

KNOWLEDGE, SKILLS AND ABILITIES Knowledge of state and federal education laws, regulations, Board policies, and negotiated agreements affecting student success. Deep understanding of K-12 education systems, including curriculum, instruction, assessment, and student support frameworks. Understanding of equity, diversity, and inclusion strategies and their application to closing achievement gaps. Knowledge of data analysis methods, program evaluation, and metrics to monitor and improve student outcomes. Familiarity with multi-tiered systems of support (MTSS), social-emotional learning, and integrated student services. Understanding of fiscal management principles, including budgeting, grant management, and resource allocation. Exceptionally skilled in strategic planning and organizational leadership skills to guide district-wide initiatives and align multiple departments toward common goals. Advanced communication and interpersonal skills to effectively engage build strong partnerships across departments, schools, and with external agencies, community partners, and policymakers. Change management skills to implement systemic improvements and foster a culture of continuous improvement and innovation. Program development and evaluation skills to design, implement, and assess initiatives that drive measurable student outcomes. Ability to lead and inspire diverse teams in a large, complex organization toward student-centered outcomes. Ability to analyze complex data and translate insights into actionable strategies that improve learning and equity. Ability to anticipate and respond effectively to crises or emergent issues affecting student safety, health, or learning. Ability to represent the district publicly, advocating for student success and building trust with stakeholders. Ability to integrate academic, behavioral, social-emotional, and health & wellness strategies across multiple systems to create coherent, effective student support structures.

SPAN OF CONTROL This position provides executive leadership for directors and executive directors overseeing Student Services, Special Education, Health Services, and Gifted Programming. Decisions and guidance from this role have district-wide impact, shaping policies, programs, and initiatives that affect every student and school, and carry significant implications for student outcomes, organizational performance, and compliance with legal and regulatory requirements.

The physical demands, mental functions, and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS Ability to focus on objects at varying distances and distinguish between colors (with corrective lenses). Perform tasks that require manual dexterity, including operation of computers & small office equipment. Basic mobility and the ability to navigate the office environment safely. Ability to speak clearly, listen attentively (with assistance devices), and convey information accurately. May be required to give presentations to groups.

MENTAL FUNCTIONS Ability to analyze complex situations, identify potential risks, and devise effective solutions. Ability to remain flexible in dynamic environments, adjusting plans and strategies as necessary to accommodate changing requirements or circumstances. Ability to read and comprehend curriculum, policies and procedures, standards, benchmarks, performance evaluations, and implementation strategies. Ability to effectively communicate and collaborate with other teams. Ability to evaluate and provide constructive feedback on staff performance and program effectiveness. Ability to manage time and priorities to meet deadlines. Ability to speak effectively before groups.

WORK ENVIRONMENT Work is primarily performed in a semi-secured office building with a typical office environment and risk factors. Regularly visits both elementary and secondary school locations. Typical elementary school building may also contain libraries, computer labs, and kitchens. Typical secondary school campus may also contain libraries, science labs, computer labs, kitchens, auditoriums, gymnasiums, and possibly specialized shops. May also visit other locations for public meetings. May be exposed to outside elements and risk of injury while driving.