Job Description

Job Number:2017-2989

Instructional Leadership Exec Director-Elementary
Ed Resource & Admin Center (ERAC)

FTE: 1.000
Hours Per Day: 8.00
Position Type: Continuing

Start Time:
End Time:

Salary: $131,937.00 - $159,424.00

Closing Date: 03/23/2018 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information:


GROUP: Central Administration-Schedule B Level: D

: Exempt

: 247 HOLIDAYS: 13

SUMMARY: The position of Instructional Leadership Executive Director assists the district with realizing the vision

of preparing all HPS students for college, career and citizenship. Highline Public Schools has a strong theory of action

that puts instructional leadership in the center of its work. We believe that building the instructional leadership

capacity of principals to improve and support teacher practice in service of student learning and performance is key

to realizing this vision. While many factors affect student learning, the district’s ability to support high-quality

teaching in every classroom is essential to realizing our goal. Research indicates that principals play a primary role in

improvement of teaching at scale. To that end, HPS is intensively focused on improving how it supports principals

in strengthening their instructional leadership and developing the highest quality principals. Consequently, the

role of the Instructional Leadership Executive Director is focused on supporting district and school improvement

efforts (district’s strategic plan and AAP) through building the capacity of principals using the AWSP Leadership


HPS seeks an experienced and successful instructional leader to serve as an Instructional Leadership Executive

Director (ILED). The ILED will be a member that will report to the Chief Academic Officer. This senior executive-

level central office position is designed to be a master teacher of principals, helping them increase their

instructional leadership capacities as a means of improving teaching and learning in each school. ILEDs’ main

charge is to utilize best practices in developing principals as leaders of school improvement by partnering with

principals both one on one and in groups. An ILED will spend the majority of their time on this responsibility.

This ILED will work closely with three other peers, to align practices, processes and procedures that will build

principal capacity through providing urgency, support and differentiation. Performance in this position will be

measured through growth in principal performance and progress towards school improvement goals.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of

Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center Heights in Washington State.

Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining

the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline

Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and

organizational practices:

- Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.

- Results-focused professional learning and collaboration. Investing in our people so they continuously fine-
tune their craft and grow in their profession.

- Strong partnerships with families and community. Schools can’t do it alone. We are better when students,
families, community and educators work hand-in-hand.

- A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,
excellent service for all, and continuous improvement.


ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: This list is meant to be representative, not
exhaustive, yet duties will continue to focus on school improvement through building the capacities of principals
as paramount. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

Instructional Leadership: Build principal capacity as an instructional leader both in and outside of the classroom

to improve student learning and achievement.

1. Work one-on-one with principals as partners to grow their instructional leadership capacity through

differentiated support as aligned to the Leadership Framework.

2. Develop principal professional learning communities focused on principals’ growth as instructional leaders.

3. Provide and broker professional development for principals based on individual and group learning needs.

4. Model effective practices as one means of building principal capacity. Provide transparent, meaningful and

on-going feedback to principals through frequent formal and informal structures.

5. Ensure that principals understand their data and how to use it to improve practice, strategies and results.

6. Collaborate with ILED colleagues to share ideas and provide coherent support to principals.

7. Articulate a vision for high quality instruction and use this definition as a lens through which to gauge


8. Evaluate principals using the AWSP Leadership Framework.

9. Provide recommendations for principal and assistant principal hires to the superintendent.

Additional roles that support principal leadership:

1. Assist Principals to build capacity of their Assistant Principals to prepare them to become instructional

leaders based on the AWSP Leadership Framework.

2. Develop tools, processes and systems to assist principals in school-wide efforts.

3. Support or assist schools in implementing curriculum, assessment, intervening and acceleration strategies.

4. Assist principals in identifying student learning/achievement goals that align to school need and district

vision, including their AAP (Annual Action Plan)

5. Assist principals with interpreting relevant federal and state laws as they relate to school issues.

6. Assist principals in staffing, scheduling and budgeting as needed.

7. Support principals in connecting with other Central Office departments to respond to operational and

other needs.

System-wide and team roles:

1. Work with the Superintendent and other system leaders to implement the district’s strategic plan, its intent

and metrics.

2. Collaborate with Chief Academic Officer and other members of the Teaching, Learning and Leadership

team to support the improvement of instruction at all schools and implement sound strategies across

content and programs. Provide recommendations and support the implementation of major instructional

and educational strategies, including partnering with evaluating their effectiveness. Work collaboratively

with the other ILEDs in aligning critical components of the work, and creating common messages when


3. Assist in the interpretation of district policies, rules and regulations and make recommendations regarding

their formulation or modification.

4. Consult with the Office of the Superintendent/Chief Academic Officer on matters of personnel management,

employee and student relations.

5. On occasion, perform such other related duties and assume such other related responsibilities as may be

assigned. Care will be taken to keep any additional requests to a minimum to retain the primary mission of

this position: school improvement through building the capacity of principals as instructional leaders.




Washington State Principal and/or School Administrator’s Credential

Master’s degree in educational administration, Public Administration or related field

3-5 years of successful experience as an elementary school principal position in diverse settings or comparable

experience, demonstrating the candidates’ own growth as an instructional leader


Successful experience in recruiting, hiring supporting and holding staff accountable for results

Demonstrated ability to get results as a leader including closing the achievement gap

Demonstrated ability to coach adults to build their capacity and show instructional growth as a result

Demonstrated ability to know and apply instructional practice and strategies that enhance student achievement

Knowledge of academic content related to assignment


Doctoral degree

K-12 knowledge

Experience with the school improvement process, and proven ability to assist schools to know, show, display and

apply to guide strategy development


Criminal background clearance

Valid WA state driver’s license and proof of insurance


- Proven ability as a master teacher of adults, especially in K-12 environments, including modeling effective

teaching and leadership practices; articulating a vision for effective instruction; creating learning

networks; and inviting critique of own practice and reflecting upon it.

- Expert in using evidence of principal and school performance to drive feedback to and teaching of

principals, including observing and analyzing principal practice; using data on student, teacher, and

principal performance to determine underlying causes; and providing differentiated support based on


- Highly skilled at organizing and prioritizing in a demanding context to maximize teaching time with

principals, including time management skills and an ability to schedule based on short- and long-term

principal learning needs.

- Proven ability in collaborating and negotiating with central office colleagues in support of principals’

instructional leadership efforts, including an understanding of the key roles and responsibilities in the

central office; knowledge of how resources are allocated to schools; and an ability to communicate

principals’ needs to a variety of stakeholders.


- Demonstrate a clear service to schools mentality/sensibility

- Clear knowledge of high quality instructional practice and monitoring/implementation techniques

- Knowledge of K-12 curriculum/standards with a lens of equity and cultural responsiveness

- Character, personality, and proper social capability to relate effectively with racially and ethnically diverse

staff, students, and families in the HSD community


- Support creation of a system that ensures all students achieve and meet core competencies and benchmarks

to be prepared for college and career

- Demonstrate passion for student learning and deep belief that every student deserves a quality educational

experience that prepares her/him for college, career and citizenship

- Team with other ILEDs to build cohesive approaches/models to reach common goals

- Collaborate with other leaders in ensuring systems change to support the district vision

- Knowledge of effective professional development designs and structure and school-centered decision


- When needed, develop and lead projects and committee/group work that result in quality products and


- Demonstrate knowledge and skill in community and public relations, employee relations, legislative

relations, planning and general administration

- Knowledge of the elements of the systems change process in organizations

- Working knowledge of Federal and state laws and regulations of Washington

REPORTING RELATIONSHIP: Reports to the Chief Academic Officer

EVALUATION: The ILED will be evaluated periodically by the Chief Academic Officer pursuant to the current

established procedures and evaluative criteria for certificated administrators. Such evaluations shall include an

evaluation of the performance of the position duties and responsibilities set forth above, together with such specific

objectives as may be developed from time to time by the Chief Academic Officer and the ILEDs.

PHYSICAL DEMANDS: The physical demands 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.

While performing the duties of this job, the employee is regularly required to sit, walk, and stand. The employee

frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The

employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.

Specific vision abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT: Work is typically performed in an office setting. May involve negotiating steps, ramps,

uneven surfaces, and going outdoors in all types of weather to reach some classrooms or other buildings. The

employee work environment characteristics described here are representative of those an employee encounters

while performing the essential functions of this job. Reasonable accommodations may be made to enable

individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly works in indoor conditions. The employee is

required to travel around the district visiting a variety of locations. The employee regularly works near video

display. The noise level in the work environment is usually moderate. The employee must deal with angry and

upset students, parents, and community members. The employee must adjust to frequent interruptions in their

work schedule.


Updated by H.R. with input from Chief Academic Officer, 2014.04.08

Updated by H.R. with input from Deputy Superintendent, 2013/03

Created by Human Resources, 2011/05

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not

intended to include, every possible activity and task performed by every specific employee.

Highline Public Schools No. 401 is an EQUAL OPPORTUNITY EMPLOYER. The District complies with all federal and state rules and regulations and does not

discriminate on the basis of race, creed, color, national origin, sex, sexual orientation, veteran's status, marital status, age, religion or disability as required by

state and federal laws. Inquiries regarding compliance and/or grievance procedures may be directed to the school district's Title IX Affirmative Action

Compliance Officer and/or the Section 504/ADA Compliance Coordinator in accordance with RCW 28A.640. All other inquiries may be directed to the Human

Resources Office via written request to 15675 Ambaum Blvd. S.W., Burien, WA 98166.

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