What are the responsibilities and job description for the Targeted School Improvement Supervisor position at Roanoke City Public Schools?
GENERAL STATEMENT OF JOB
The Targeted School Improvement Supervisor leads efforts to boost academic performance in targeted schools. This role involves designing improvement strategies, coordinating with school leaders to implement these plans, and monitoring their effectiveness. This role ensures that initiatives are resource-supported, tailored to specific school needs, and aligned with division goals. Key responsibilities include enhancing staff capabilities, fostering community partnerships, and maintaining compliance with educational standards. This role requires strong leadership, analytical, and communication skills. The Targeted School Improvement Supervisor reports to the Assistant Superintendent of Instruction and School Improvement.
Specific Duties And Responsibilities
ESSENTIAL JOB FUNCTIONS
Develop and implement comprehensive improvement strategies for targeted schools, tailored to their specific needs and challenges.
Work closely with school leaders and teachers to provide guidance, support, and professional development, ensuring the successful execution of improvement plans.
Regularly assess the progress of school improvement initiatives through data analysis and site visits to ensure they are on track and making the desired impact.
Coordinate with division administrators to secure and effectively allocate resources necessary for the success of school improvement efforts.
Ensure all improvement activities comply with division, state, and federal regulations. Prepare reports on program progress and outcomes for division leadership.
Engage with community organizations and stakeholders to garner support for school improvement initiatives and enhance the educational environment.
Continuously seek and integrate feedback from various stakeholders to refine and optimize improvement strategies.
Additional Job Functions
Lead the design and execution of improvement strategies for targeted schools within the division.
Collaborate with school leaders to assess needs, set goals, and develop tailored improvement plans that align with division-wide objectives.
Monitor the progress of improvement initiatives and adjust strategies based on data-driven insights to ensure effective outcomes.
Provide ongoing support and professional development to school leaders and teachers to build capacity and enhance instructional practices.
Facilitate the integration of innovative teaching methods and technologies to address specific academic challenges.
Coordinate with other division departments to ensure resources are effectively allocated to support targeted improvement efforts.
Develop and maintain effective communication channels between the schools and the division office to ensure clear, consistent messaging and feedback.
Analyze and report on the effectiveness of improvement strategies to the Assistant Superintendent of Instruction and School Improvement.
Establish partnerships with community organizations and stakeholders to support school improvement and student success.
Ensure compliance with all relevant state and federal regulations and standards pertaining to school performance and improvement.
Performs Other Related Work As Required.
Supervises, evaluates, and conducts personnel administration duties for direct subordinates, evaluating, assigning special duties, monitoring attendance and travel reports, and granting leave.
Supervisory Responsibilities: Evaluates all direct reports and other administrators as assigned.
Direct reports include Instructional Coaches, Instructional Technology Resource Teachers, and Targeted School Improvement Mentors.
Follows through other duties as assigned.
The duties of the Targeted School Improvement Supervisor will have been satisfactorily performed when the evaluation of this person is at the standard or above on the applicable Performance Evaluation criteria.
Minimum Training And Experience
Master’s degree in education administration, and at least five years of experience in school administration or Central Office administration, including knowledge of school improvement. Doctoral degree in Education preferred. A postgraduate professional license endorsed in Administration and Supervision is required.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, overhead projectors, video cassette recorders, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including education, legal and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference, and statistical theory.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Does not require the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
Knowledge, Skills And Abilities
Extensive knowledge of academic accountability and student services, including familiarity with relevant federal, state, and local regulations and school board policies.
Proficient in organizational management, adhering to ethical standards, and understanding educational trends and standards, particularly the Virginia Standard Course of Study.
Skilled in staff development, innovative program planning, and fostering external partnerships to enhance academic services.
Capable of effectively managing large-scale programs, from conceptualization and budgeting to implementation and evaluation, ensuring alignment with strategic goals.
Strong ability to communicate, both orally and in writing, make impactful presentations, and engage constructively with the public and professionals in educational settings.
Adept at utilizing technology for administrative tasks, maintaining accurate records, and developing reports that inform decision-making processes.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.
The Targeted School Improvement Supervisor leads efforts to boost academic performance in targeted schools. This role involves designing improvement strategies, coordinating with school leaders to implement these plans, and monitoring their effectiveness. This role ensures that initiatives are resource-supported, tailored to specific school needs, and aligned with division goals. Key responsibilities include enhancing staff capabilities, fostering community partnerships, and maintaining compliance with educational standards. This role requires strong leadership, analytical, and communication skills. The Targeted School Improvement Supervisor reports to the Assistant Superintendent of Instruction and School Improvement.
Specific Duties And Responsibilities
ESSENTIAL JOB FUNCTIONS
Develop and implement comprehensive improvement strategies for targeted schools, tailored to their specific needs and challenges.
Work closely with school leaders and teachers to provide guidance, support, and professional development, ensuring the successful execution of improvement plans.
Regularly assess the progress of school improvement initiatives through data analysis and site visits to ensure they are on track and making the desired impact.
Coordinate with division administrators to secure and effectively allocate resources necessary for the success of school improvement efforts.
Ensure all improvement activities comply with division, state, and federal regulations. Prepare reports on program progress and outcomes for division leadership.
Engage with community organizations and stakeholders to garner support for school improvement initiatives and enhance the educational environment.
Continuously seek and integrate feedback from various stakeholders to refine and optimize improvement strategies.
Additional Job Functions
Lead the design and execution of improvement strategies for targeted schools within the division.
Collaborate with school leaders to assess needs, set goals, and develop tailored improvement plans that align with division-wide objectives.
Monitor the progress of improvement initiatives and adjust strategies based on data-driven insights to ensure effective outcomes.
Provide ongoing support and professional development to school leaders and teachers to build capacity and enhance instructional practices.
Facilitate the integration of innovative teaching methods and technologies to address specific academic challenges.
Coordinate with other division departments to ensure resources are effectively allocated to support targeted improvement efforts.
Develop and maintain effective communication channels between the schools and the division office to ensure clear, consistent messaging and feedback.
Analyze and report on the effectiveness of improvement strategies to the Assistant Superintendent of Instruction and School Improvement.
Establish partnerships with community organizations and stakeholders to support school improvement and student success.
Ensure compliance with all relevant state and federal regulations and standards pertaining to school performance and improvement.
Performs Other Related Work As Required.
Supervises, evaluates, and conducts personnel administration duties for direct subordinates, evaluating, assigning special duties, monitoring attendance and travel reports, and granting leave.
Supervisory Responsibilities: Evaluates all direct reports and other administrators as assigned.
Direct reports include Instructional Coaches, Instructional Technology Resource Teachers, and Targeted School Improvement Mentors.
Follows through other duties as assigned.
The duties of the Targeted School Improvement Supervisor will have been satisfactorily performed when the evaluation of this person is at the standard or above on the applicable Performance Evaluation criteria.
Minimum Training And Experience
Master’s degree in education administration, and at least five years of experience in school administration or Central Office administration, including knowledge of school improvement. Doctoral degree in Education preferred. A postgraduate professional license endorsed in Administration and Supervision is required.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, overhead projectors, video cassette recorders, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including education, legal and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference, and statistical theory.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Does not require the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
Knowledge, Skills And Abilities
Extensive knowledge of academic accountability and student services, including familiarity with relevant federal, state, and local regulations and school board policies.
Proficient in organizational management, adhering to ethical standards, and understanding educational trends and standards, particularly the Virginia Standard Course of Study.
Skilled in staff development, innovative program planning, and fostering external partnerships to enhance academic services.
Capable of effectively managing large-scale programs, from conceptualization and budgeting to implementation and evaluation, ensuring alignment with strategic goals.
Strong ability to communicate, both orally and in writing, make impactful presentations, and engage constructively with the public and professionals in educational settings.
Adept at utilizing technology for administrative tasks, maintaining accurate records, and developing reports that inform decision-making processes.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.
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