About Guilford County Schools (GCS)
Guilford County Schools (GCS) is the third-largest district in North Carolina, serving nearly 72,000 students across 126 schools in urban, suburban and rural areas. Superintendent Sharon L. Contreras, Ph.D., is leading the district through a pivotal phase in its development, focused on graduating students who are ready to be successful citizens and leaders of the world. GCSs leadership team will play a critical role in helping the district reach its top priorities which focus on student achievement, equity and excellence, talent development, school choice, and organizational effectiveness.
About the Chief Student Services Officer
Reporting directly to the Superintendent, the Chief Student Services Officer is a critical leadership role that directly affects the acceleration of improved student outcomes for GCS students. The Chief Student Services Officer directs, monitors, and strengthens student support programs and ensures all student services are implemented within federal, state, and local regulations. The leader in this position will coordinate the efforts of federal, state and local agencies, private specialists, parents, and division supervisors to provide the services needed by GCS students, including but not limited to, counseling and guidance, community services, nursing and health services, student discipline and prevention services, homeless and foster care youth services, student attendance and welfare, crisis management, and disaster preparedness as it relates to student safety. This leader will be responsible for developing and implementing GCSs policies and procedures for identifying and meeting the needs of diverse learners, for leading comprehensive planning and coordination, and for providing system leadership to ensure equitable access to high quality student services.
Equity Leadership and Student Success
- Establish a clear and compelling vision and mission for the Student Services department to increase academic achievement and provide equitable support for all students.
- Cultivate a commitment among all district staff that all students will achieve high standards.
- Confront preconceptions and model open dialogue about race, culture, class and other issues of difference with peers, staff, students and the community.
- Demonstrate cultural proficiency, sensitivity, and equity to ensure students needs are met.
- Assess the distribution of student supports ensuring allocation is equitable and provides the best resources to efficiently and effectively meet the needs of all GCS students, families, and schools.
Student Services and Support
- Direct and lead the planning and development of student support services including but not limited to, health services, counseling, student discipline and prevention services, student attendance, social-emotional development, restorative practice, bully prevention, trauma management and crisis response.
- Collaborate and provide thought partnership to district and school leaders on evidence-based strategies that enable positive school climate and culture, classroom management, social-emotional learning and behavioral intervention processes at schools as part of a multi-tiered system of supports (MTSS).
- Develop systems to monitor student attendance, suspension, and discipline data and escalate gaps and inconsistencies to district and school leaders and develop recommendations to address issues.
- Leverage innovative technology and data in decision-making, which may include compilation of quantitative and qualitative data from internal and external sources, analysis and synthesis and articulation of findings to key stakeholders.
- Plan, develop, and implement school support services for students transitioning into schools from juvenile justice, residential placement, or other prolonged absence and connect school leaders to key city, county and district resources necessary to support high risk students.
- Work in conjunction with the State Department of Public Instruction, the Office for Civil Rights, Department of Corrections, and other agencies to meet the needs of students; prepare and monitor contracts with individuals and agencies not available through GCS and ensure compliance of programs with federal, state and local regulations.
- Direct and supervise the Student Supports department including programs such as After School Services, Hearing Officers, SATURN and School Support Officers.
- Collaborate with principals, principal supervisors, and other district departments to provide equitable supports for a variety of school settings and build student support systems with necessary resources.
Systems and Policies
- Assess the effectiveness of the department and current data systems; prioritize, plan, and implement improvements as needed.
- Establish systems and processes for quality controls, operational efficiency, and accuracy in departmental work.
- Ensure responsive and efficient services in the best interest of students in crisis or experiencing trauma.
- Create proactive systems that garner feedback from schools to inform district-level policy and practice.
- Collaborate, communicate, and coordinate with district staff and schools on local and state student support requirements to ensure consistent administration and compliance.
- Remain current on relevant policies, federal and state statutes, staffing and financial resources and requirements and apply this knowledge constructively in the operation of educational services.
- Use and analyze data to drive decisions and guide problem-solving to achieve the best student outcomes.
- Share data with broad audiences to improve transparency and communication.
- Facilitate problem-solving and dispute resolution to ensure appropriate services and resources for students.
- Recognize and address systemic issues efficiently, effectively, and consistently.
- Provide technical assistance to staff, families, and outside agencies related to the implementation of legal mandates.
Talent Management and Professional Learning
- Supervise, mentor, evaluate and provide professional growth and development opportunities for staff.
- Collaborate and support the design and implementation of professional development that builds the capacity of all educators to implement best practices on healthy school climate, social emotional learning (SEL), and behavioral intervention strategies with purposeful emphasis on reducing the achievement and opportunity gap.
- Support staff in developing, implementing, and evaluating strategy and project plans to achieve goals.
- Increase the effectiveness of school-based educators in the following ways:
- Assisting in the recruitment, selection, and matching of candidates for school support personnel.
- Collaborating to refine and implement GCSs evaluative frameworks, tools, and professional growth opportunities.
- Manage and allocate resources (e.g., money, people, and time) strategically and equitably so that they align to students needs.
- Make human capital decisions based on research and best practices in counseling and guidance, community services, student support providers, student discipline and prevention services, homeless and foster care youth services, and related services.
The ideal candidate will demonstrate the following:
Vision and Courage to Ensure All Students Achieve
- Demonstrate belief and hold self and others accountable for reaching high academic achievement of all students.
- Foster and inspire a clear and compelling vision.
- Be courageous in addressing matters of equity, race, and bias in decision-making.
Knowledge and Expertise in Student Support
- Possess a track record of developing and implementing programming to support students both emotionally and academically.
- Demonstrate knowledge of federal, state, and local regulation and compliance related to restorative justice, student discipline, truancy, and juvenile justice.
Influence and Leadership
- Create clear compelling vision; demonstrate leadership and confidence in order to mobilize others to fulfill the vision.
- Ignite a groups thinking through purposeful facilitation; skillfully navigate political structures, relationships and dynamics to challenge ideas and enable better decisions and outcomes for students.
- Communicate effectively, tailoring messages for the audience, context, and mode of communication.
- Listen actively to others and effectively interpret motivations/perceptions. Seek and integrate feedback from others to achieve better results.
- Build positive relationships and coalitions. Maintain visibility and work collaboratively with diverse stakeholders at all levels (i.e. district staff, students, families, communities, advocacy groups, etc.).
Strategic Planning and Effective Execution
- Offer innovative solutions to seemingly intractable problems.
- Demonstrate critical thinking skills and the ability to analyze data, identify trends, and diagnose root causes.
- Exhibit a strong focus on goals and results. Set clear metrics for success.
- Monitor progress continually and demonstrate persistence to overcome obstacles to achieve goals.
Team Leadership and Management
- Build and lead effective teams to achieve ambitious goals.
- Assess team and individual skills and identify development needs; provide feedback and support to improve practice, build capacity, and maximize talent.
- Promote professional learning and utilize effective adult learning techniques.
- Lead teams to collaborate with other departments, teams, and stakeholders.
Minimum Training & Experience
- A clear track record of improving academic outcomes for students and closing opportunity gaps.
- Masters degree in educational administration, or a related field from an accredited college or institution. Doctorate preferred.
- Six years of supervisory/administrative/management experience, preferably in a large urban school district. Experience as a teacher and/or school leader with documented success in improving student outcomes preferred.
- Knowledge of best practices, and current on national trends and research on student assignment practices that ensure equity and access in diverse communities.
- Knowledge of best practices, and an awareness of contemporary national trends and research for the instruction of diverse learners.
- Eligible for NC Administrator license preferred, but not required.
- Eligible for valid NC drivers license at time of hire.
Salary for this position is competitive commensurate with prior experience. In addition, a comprehensive benefits package is included.
The Guilford County Board of Education believes in the dignity of all individuals and in the worth of their labors. To this end, the Board will ensure that all applicants for employment and all employees are employed, assigned, supervised, promoted, compensated, and terminated in full compliance with state and federal equal opportunity statutes. No applicant for employment or current employee will experience discrimination based on race, creed, color, religion, national origin, sex, age, marital status, physical handicap, sexual orientation or disability.