Director of Curriculum, Instruction, and Assessment

• Coordinate our academic programs to ensure we offer a comprehensive and robust educational program that enables our students to learn, thrive, navigate their future purposefully, and impact their community for the better. This includes:
• English language development (ELD) and meeting the instructional needs of multilingual learners
• Literacy and English Language Arts (ELA)
• Social sciences (including history, social studies, ethnic studies, etc.)
• STEM (e.g., science, technology, engineering, math, financial literacy)
• Visual and performing arts (VAPA), world languages, and physical education
• Career Technical Education (CTE);
• Middle College, independent study, and other specialized programs
• Manage and evaluate subject-specific coordinators, TOSAs, and other staff to define, refine, and implement our academic program;
• Stay abreast of statewide subject-specific programs, opportunities, and requirements relating to specific subjects, with support from subject matter experts on the T&L team and within our schools;
• Identify, manage, and foster partnerships with local businesses or educational institutions to create opportunities for our students to learn and prepare for career and/or college;
• Coordinate with the Asst. Supt. of Student and Family Services to refine enrollment projections for multilingual learners;
• In collaboration with the Asst. Supt. of Teaching & Learning and Asst. Supt of Human Resources, recommend site-level staffing models and staffing allocations for multilingual learners (e.g., bilingual paraprofessionals, ELD teachers) for the following school year.

• Ensure that we have high quality, research-based curriculum and materials in each of our classrooms;
• Regularly review our curricula and materials, and oversee processes to identify, adopt, and implement new curricula and materials;
• Identify and manage TOSAs (teachers on special assignment) as needed to support new curriculum adoption;
• Liaise with vendors, coordinate with the business services team on relevant contracts, and manage the district-wide purchase and distribution of curriculum and materials.

• Serve as a champion for SSFUSD’s instructional vision and key instructional practices;
• In collaboration with the Asst. Supt. for Teaching & Learning, coordinate efforts to review, refine, and improve our instructional vision and key instructional practices;
• Work with subject matter experts (in our schools, our district office, or external experts) to identify effective subject-specific instructional practices, in alignment with our Instructional Vision;
• Ensure that our instructional practices respond to the needs of our diverse student body, with particular attention to the needs of multilingual learners and students with special needs, who make up a significant proportion of our students.
• Collaborate with the Director of Special Education and Pupil Personnel Services to ensure alignment on effective instructional practices across general ed and special education teachers, and explore opportunities to expand inclusion of students with special needs in general ed settings. 

• Develop and maintain a district-wide assessment strategy that ensures that educators and leaders have timely, accurate data to inform instructional decisions;
• Set and manage the district-wide assessment calendar, including state and local assessments (e.g. CAASPP, ELPAC, DIBELs, and other local assessments)
• Coordinate with Director of Data, Ed Tech, and Accountability to ensure the assessment calendar and administration plan comply with any state mandates
• Coordinate with Director of School Leadership to ensure that the assessment calendar and administration plan is feasible at the site level
• Regularly review our assessments, and oversee processes to identify, adopt, and implement new assessments;
• Collaborate with the Director of Data, Ed Tech and Accountability to evaluate and select assessments, and ensure that SSFUSD has appropriate hardware and software to administer the assessments
• Build a culture and practice of data-driven instruction and collaborate with the Director of Data, Ed Tech and Accountability and the Director of School Leadership to train / oversee school leaders on how to use assessment data
• Oversee the administration of the English Language Proficiency Assessment of California (ELPAC) test at our sites, analyze the assessment data, and use that analysis to inform instructional, professional learning, and/or staffing decisions

• Manage the design, implementation, and evaluation of professional learning programs for all;
• Set the calendar and agenda for district-wide educator professional learning
• Identify and coordinate facilitators for all professional learning sessions, e.g., district leaders with expertise in the relevant area, TOSAs, teacher leaders, principals, or outside experts) 
• Facilitate opportunities for educators to engage in ongoing learning, networking, and professional growth;
• Coordinate with the Director of School Leadership to ensure school leaders understand our educator professional learning plan for the year, and can align / augment school-level professional learning and instructional coaching.
• Coordinate with the Director of Special Education to ensure that special education teachers, paras, and related service providers understand key instructional strategies that general education teachers are prioritizing, so they can align their instruction and support.
• Manage and lead the ELD Curriculum & Instruction Specialist and ELD TOSAs
• Manage and lead the Literacy Coordinator, who coordinates reading specialists and interventionists, to ensure they are trained in best practices for literacy instruction and intervention

• Serve as a member of the leadership team within the Teaching & Learning Department.
• Work with the Assistant Superintendent of Teaching & Learning, other Teaching & Learning directors, and other district leaders to implement the Strategic Plan, including annual strategic initiatives in service of the Strategic Plan.
• Collaborate with other leaders to ensure alignment across district programs and initiatives. 
• Model SSFUSD values and equity- and student-centered leadership.
• Perform other duties as assigned by their supervisor and the Superintendent of South San Francisco Unified School District.

• Problem-solving
• Ability to problem-solve, maintain confidentiality, set priorities, and meet deadlines and schedules. 
• Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information. 
• Ability to gather, collate, interpret, and analyze data.
• Ability to analyze issues and create and implement action plans. 
• Collaboration
• Ability to work respectfully with diverse individuals and/or groups.
• Use tact, discretion, and empathy to resolve internal staff matters. 
• Seek continuous feedback and proactively adjust approaches to improve human capital functions. 
• Ability to effectively express ideas orally and in writing. 
• Ability to establish and maintain effective working relationships and to effectively work as part of a team. 
• Ability to interpret educational policies and procedures. 
• Ability to work independently with little to no supervision. 

• Best practices for curriculum design and adoption
• Best practices for assessment design, evaluation, and adoption
• Best practices for meeting the instructional needs of multilingual learners
• Best practices for designing and implementing effective professional learning and coaching for school leaders

• Management of teams and individuals, including supervising and coordinating staff, setting goals, coaching, holding people accountable, coaching, and ensuring the team is aligned to district priorities. 
• Establish and maintain effective collegial relationships with other people of diverse backgrounds, identities, experiences, and personalities, to model our district’s core values and advance our district’s mission, goals, and strategic priorities toward our district’s vision. 
• Customer service orientation and ability to build customer service oriented systems. 
• Communicate effectively in English orally and in writing, and model communication skills using tact, patience, and courtesy to respond to the needs of district staff, students, families, community members, and other educational partners. 
• Operate computer technology, related software, and other office equipment, and flexibly learn new applications and systems as needed. 
• Meet district standards of professional and ethical conduct as outlined in Governing Board Policies and Administrative Regulations.

• Ability to work at a desk, conference table, or in meetings of various configurations.
• Ability to sit, stand, and traverse for extended periods of time. 
• Ability to see for purposes of performing duties, responsibilities, and activities.
• Ability to understand speech at normal levels. 
• Ability to read laws and codes, rules and policies, and a variety of other printed materials and digital screens, and prepare/process documents. 
• Ability to operate standard office equipment, computer technology including keyboard, and other equipment necessary to complete required duties, responsibilities, and activities. 
• Ability to listen and speak with others to clearly and understandably communicate and exchange information during conversation. 
• Ability to walk, twist, stoop, crouch, kneel, bend/over, grasp, reach overhead, push, pull, move, lift and/or carry 0-50 pounds to waist height.

• Education: 
• Preferred: Master’s Degree and/or Doctoral Degree (Ed.D.) from accredited college or university 
• Required: Bachelor’s Degree from accredited college or university
• Experience: 
• Preferred: At least three (3) years in a PK-12 public school system-level management role; At least three (3) years as a PK-12 public school site leader (Principal/Assistant Principal); Experience teaching multilingual learners; experience with curriculum and assessment adoptions
• Required: 
• At least three (3) years of PK-12 public school teaching experience;
• At least two (2) years experience as a direct manager of other staff;
• At least one (1) of the following:
• At least three (3) years as a PK-12 public school site leader (Principal/Assistant Principal), OR
• At least three (3) years in a PK-12 public school system-level role (e.g., Curriculum & Instruction Specialist, TOSA, or Director of Curriculum).
• Licenses:
• Preferred: None
• Required: Valid California Driver’s License
• Certifications: 
• Preferred: None
• Required: Valid Administrator’s Credential; California Department of Justice & Federal Bureau of Investigation Criminal Background Check/Fingerprint Clearance

• Environment: Office environment with travel between District offices, school sites, and other facilities. Drive a vehicle to conduct work. May be required to use a personal vehicle. 
• Hazards: Driving a vehicle during adverse weather conditions. Frequent interruptions.