Chapel Hill- Carrboro City Schools Job Description |
Job Title: Executive Director of Curriculum & Instruction for Secondary Education and Academic Programming | Salary Schedule: Local Administrator Salary Schedule |
Reports To: Chief Academic Officer | Salary Grade: Executive Director |
Work Location: Lincoln Center | FLSA Status: Exempt |
Work Schedule: 12 Month | |
Position Summary |
| Reporting directly to the Chief Academic Officer, the Executive Director of Curriculum & Instruction for Secondary Education and Academic Programming helps set the strategic vision and direction for the CHCCS Instructional Framework and pedagogical approach to academic programming. As an instructional leader, the executive director is a spokesperson and resident expert on curriculum, instruction, pedagogy, learning, and Multi-Tiered Systems of Support. Additionally, the Executive Director of Curriculum & Instruction for Secondary Education and Academic Programming creates authentic partnerships between district offices and schools to ensure the alignment of resources with school needs. |
Essential Duties |
Provides direct oversight of secondary academic content areas, and districtwide K-12 Academic Programming. Serves as convener of curriculum management teams in collaboration with the Executive Director of Curriculum & Instruction for Elementary Education and Federal Programming. Monitors student success data (academic, behavior, attendance, SEL) for district-wide trends to inform professional learning and school support. Collaborates with the Executive Director of Secondary Schools to ensure the effective and efficient operation of academic programs. Regularly visits schools and collects feedback and input to understand the on-the-ground experience of education practitioners and students. Manages the academic tiered support of CHCCS secondary schools. Provides oversight to the international student exchange program in collaboration with the Operations Division. Collaborates with the School Support and Wellness team members to integrate SEL into instructional programming. Manages the budget for secondary academic content areas Create and maintain open lines of communication with students, teachers, and families to ensure the voice of all is included in departmental decisions. Recommends new policies and policy revisions to the Chief Academic Officer. Applies research and best practices to inform theories of pedagogy and ensure consistent delivery of high-quality instruction aligned with key academic standards (i.e. classroom-to-classroom, grade-by-grade, school-by-school). Effectively plans, organizes, and uses resources and systems to provide high-quality professional learning and leadership development in teaching and learning. Proactively offers innovative solutions to seemingly intractable problems in the area of teaching, learning, and curriculum management. Collaborates with principals, principal supervisors, and district departments to ensure the necessary infrastructures and resources are available to schools to implement a Multi-tiered System of Support. Helps develop, organize and implement models of technical assistance for schools with low student achievement; and continuous improvement for schools with average-to-high student achievement. Assesses the distribution of academic supports with a clear racial equity lens, ensuring allocations provide the best resources to equitably and effectively meet the needs of all CHCCS’s students, families, and schools. Delivers written and oral presentations on academic accountability to stakeholders (i.e. Board of Education, principals, teachers, parents, and community groups). Perform related duties as assigned by supervisor Maintain compliance with all company policies and procedures
|
Education/Experience Requirements |
Master's degree in Education in an area related to academic services from a regionally accredited college or university. Five years of curriculum supervisory, administrative, and instructional management experience at the district level, including knowledge of State and national academic accountability programs. Hold or be eligible for a North Carolina professional educator’s license;
Candidates should have a clear track record of improving academic and instructional systems at the district level in support of increasing academic outcomes and eliminating disparities in achievement, opportunities, and services for students. Candidates should be knowledgeable about best practices and current national trends and research concerning the instruction of diverse learners. Candidates should be experts in teaching and learning and able to work independently to help lead the academic vision for CHCCS. Candidates should be able to demonstrate critical thinking skills and the ability to analyze data, identify trends, and diagnose root causes regarding the predictability of student achievement. Candidates should be able to set clear metrics for student success that are in alignment with strategic priorities, including the development of logic models/evaluation plans. Candidates should possess excellent project management skills, including close attention to detail, balancing the big picture with detailed steps to reach end goals, and balancing multiple projects under tight deadlines. Candidates should be comfortable addressing matters of equity, race, and bias in decision-making. Candidates should have considerable knowledge of federal and state regulations related to curriculum management and academic programs.
|
Physical Requirements |
Must be able to use a variety of office equipment such as computers, scanners, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to ten pounds. The work requires driving automotive equipment. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work. Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards. Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards
|
Disclosure |
This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual’s ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice. |
| Date Created/Revised: 9/9/2025 |
