Executive Director, Instructional Systems & Supports

Job Number:

250000GU

Posting Date

: Apr 18, 2025, 5:36:37 PM

Primary Location

: Central-42 West Madison Street (Instructional Systm & Supports)

CPS Non-Union Job Grade: S11

Estimated Annual Salary Range

: 115,000.00 - 153,000.00

Position Type: Non-Union Position

Overtime Status

: Exempt

Final salary offers are dependent upon candidate qualifications.

JOB DESCRIPTION ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500+ schools and employing over 44,000 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 Teaching and Learning provides content, resources, policies, learning and conditions to support the Instructional Core across the district. The Office of Teaching & Learning is comprised of various academic and support departments, which work collaboratively to support students’ growth and progress in meeting or exceeding state standards for academic excellence.

Job Summary:

Reporting to the Deputy Chief of Teaching and Learning, the Executive Director of Instructional Systems and Supports will support the Chief Officer of Teaching and Learning in realizing the office vision, by defining the pathways of support for CPS students in need of academic recovery. This position will develop and lead a team that is responsible for creating opportunities for academic acceleration and recovery, as well as articulating K-12 grading and student promotion practices. The Executive Director will develop, communicate and implement the District’s strategic plan for supporting students at risk of not being promoted to the next grade level. Directly aligned to the CPS Five Year Vision, the plan will define the level and type of required internal convergence necessary to provide adequate support to this student population. This is a full-time, exempt position that will be paid for time worked on a salary basis.

This position will be held accountable for the following responsibilities:

• Develop and oversee CPS’ Credit Recovery and Summer Bridge Programs including, but not limited to, strategic planning, progress monitoring, budgeting, reporting, purchasing, contract management, communications and marketing
• Lead, develop, and oversee the Credit Recovery, Summer Bridge, and School Scheduling Teams - including effective coaching, engagement and motivation of team members to meet individual and program goals, and provide stakeholders with resources and support for implementing tactical solutions to meet program priorities
• the Implementation and revision of district-wide student promotion and credit recovery policies, ensuring the following key points are determined and communicated:
• Clear goals and metrics for program success, including leading indicators
• Processes and practices surrounding the determination of how and when students will be identified to receive support(s)
• Tools and instruments to be used to diagnose and resolve challenges facing students and their families
• Continuing/ongoing supports to be provided regarding the path forward for students who are back on track to graduate
• Scheduled communication and marketing related to these policies, including the determination of appropriate communication channels
• Develop, lead, and support a team of employees who will be responsible for articulating a clear, research-based approach to grading through district policy
• Develop and manage a collaborative process between central office departments, networks and schools to ensure the success of systems and supports related to grading, scheduling, credit recovery, and summer bridge programming
• Develop and oversee a collaborative process with external agencies and philanthropic partners related to the development of opportunities for expanded summer and credit recovery programming
• Collaborate with cross-departmental leadership/stakeholders to affect the change required for the advancement of program goals at all levels of the organization, with a particular focus on addressing root causes behind student need for credit recovery and Bridge program participation
• Remain abreast of industry trends, legislation and research, and articulation of program changes/recommendations as needed
• Demonstrate a keen awareness of the moral imperative to work in the best interest of all children
• Develop, review and implement necessary policy and data system changes in support of credit recovery and student promotion processes
• Serve as the subject matter expert of the credit recovery and student promotion programs, internally and externally, including advancement of the work, forging partnerships and securing funding, as needed
• Identify opportunities for internal convergence and/or increased efficiency that create capacity and ensure program efficacy and sustainability
• Participate in cross-departmental work related to grading, scheduling, credit recovery, and summer bridge programming, including request-for-proposal (RFP) committees, internal working groups, and other organization-wide projects
• Collaborate with external partners to plan and direct an evaluation process for the CPS credit recovery program
• Establish and maintain a high-performing network of thought partners to support the continuous improvement of the credit recovery and summer bridge programs
• Identify opportunities to increase efficiency and diminish overall program cost while ensuring quality
• Model the routine, intentional and effective use of technology in daily work, including communications, organization and management tasks
• Support other workstreams or projects and complete additional duties as necessary to support the achievement of departmental goals
• Other duties and workstreams as assigned

In order to be successful and achieve the above responsibilities, this position must possess the following qualifications:

Education Required:

• Master's degree from an accredited college or university is required
• Valid teaching certificate/Professional Educator’s License (PEL) issued by the Illinois State Board of Education (ISBE) with appropriate content and/or grade level endorsement(s) is required.

Experience Required:

• Minimum of seven (7) years of relevant professional leadership experience in the education field with a focus on grading practices, student promotion, data analysis, and community building, including the following, is required:
• Minimum of three (3) years of direct supervisory experience leading direct reports, establishing, developing, and growing professional teams.
• Experience developing and managing large-scale educational improvement projects/programs impacting multiple levels of stakeholders, and/or multiple school communities
• Minimum of five (5) years of experience in a school leadership position such as Principal or Assistant Principal is strongly preferred

Knowledge, Skills, and Abilities:

• Knowledge, Skills, and Abilities. Do not include experience in this section
• Strong understanding of the complexity and variety of challenges facing urban students; capable of effectively coordinating resources to address those challenges
• High levels of instructional expertise, integrity, honesty, credibility, and the courage to make difficult yet necessary decisions.
• Ability to consider all options and paths to success - online and in-person - to ensure programs are student-centered and reflect a sense of urgency.
• Exceptional verbal and written communication skills, including listening, speaking, and leading/facilitating presentations
• Effective strategic planning capabilities, including the ability to establish long-term vision and goals, and align/manage activities toward goal fulfillment.
• Strong leadership and team building skills, e.g. ability to develop high-performing teams united around a clear vision for serving schools and achieving student success.
• Strong interpersonal skills, including the ability to build collaborative relationships with a variety of constituent groups, such as external or internal partners at all levels of the organization, to ensure the entire system operates in the most effective manner possible to support schools and principals.
• Ability to define and solve problems, analyze large, complex datasets, and outline valid conclusions/action steps necessary to reconcile complex issues.
• Capable of managing large, high-priority projects and programs within a large, complex organization.
• Knowledge of district policies and procedures, 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.