The Director, Program will be based out of a home office located anywhere within the contiguous United States—Greater Detroit area preferred. This is a full-time position funded through June 30, 2019, with the potential for extension.
At New Leaders, we identify talented educators who believe that all kids can excel and equip them to transform schools and students’ lives. Our programs provide intensive training to leaders at all levels — from teachers to superintendents — so they have the skills to improve instruction, accelerate student learning, and build a brighter future for their communities.
We work hand-in-hand with our partners, delivering leadership solutions that build on their strengths and address their most pressing priorities. While each program is unique, all emphasize authentic practice and expert coaching to prepare leaders to elevate teaching and learning. We also help our partners develop the capacity to do this work in-house, using our proven training model and research-tested curriculum.
In 2001, New Leaders launched its flagship Aspiring Principals program with a cohort of 14 participants. Since then, we’ve trained nearly 2,500 outstanding education leaders in more than 20 districts and 100 charter schools. Visit NewLeaders.org to learn more.
The Director, Program will provide intensive coaching and support for up to 35 Emerging Leaders participants, including but not limited to teacher leaders, coaches, and assistant principals. The Director’s core goal is to ensure high-quality programming to all participants.
School-Based Coaching & Leadership Development
- Assess participants’ performance on school-based leadership projects and deliver constructive feedback.
- Provide intensive coaching to program participants, both virtually and through school visits, as they progress through the learning cycle.
- Track progress of all participants’ fulfillment of the requirements of the program and their development related to the Selection Criteria for admittance into Aspiring Principals.
- Assess and score participant proficiency and growth.
- Develop and maintain professional and productive relationships with participants and their supervisors to ensure program effectiveness.
- In partnership with their supervisor, assess the program effectiveness with the school system partner; ensure open communication regarding the progress of participants.
- Facilitate nationally designed training sessions for Emerging Leaders. Ensure all facilitation of learning, virtual and in-person, meets New Leaders’ standards for quality facilitation:
- Sessions receive at least a 90% satisfaction rating from participants.
- Session facilitation differentiates for participant learning styles, experience, and school context.
- Sessions keep content relevant for participants; draws on participants’ prior knowledge and experience, and provides opportunities for practice and/or application.
- In session, participants are actively learning, practicing and applying skills and knowledge via a variety of engagement strategies (role play, scenarios, discussions, action planning, etc.).
- Sessions include questions from the facilitator to drive deep thinking and reflection on practice.
- Sessions’ content, materials, and time are organized to support a smooth learning experience for all.
- Hold self and others accountable to session group norms; manage and sustain trust and a safe learning environment – all participants actively share experiences and perspectives.
- Sessions start and end on time and adjust strategies (related to agenda, time management, protocols, activities, etc.) in effective ways, when appropriate, to reach session learning outcomes.
Perform other duties as assigned including facilitating and implementing programs across the curriculum, as needed.
Skills, Experiences, and Competencies
- Belief that every student, in every circumstance, can achieve the highest levels of academic excellence, and passionate commitment to New Leaders’ mission and vision.
- Proven record of success improving outcomes for all students by: using multiple data sources to inform instructional decisions; and using a cycle of inquiry and action-research.
- Proven record of success supporting adult learning around: using multiple data sources to inform instructional decisions; using a cycle of inquiry and action-research; using data to set and monitor growth against individual and group goals; and leadership development.
- A track record of distinguished success in educational and organizational leadership.
- Experience in teaching, coaching, and leading adults in a school-based setting.
- Knowledge and experience with Common Core or similar college-and-career-readiness standards.
- Demonstrated ability to work well with people with a very wide diversity of demographic and cultural characteristics; must be capable of achieving results while maintaining an inclusive, collaborative leadership style.
- Demonstrated excellence in oral and written communication.
- Demonstrated strong personal leadership capability, including facilitating adult leaders, interpersonal relations, relationship building and management, and coaching, including building trust among adults and giving candid feedback to adults including engaging in difficult conversations.
- Strong project management and organizational skills with strong attention to detail.
- Self-starter/self-manager and able to initiate work and meet deadlines with minimum supervision.
- Ability to work in a fast-paced environment and to produce high-quality work in a timely manner.
- Strong content knowledge (including evidence of proven strategies) in: personal leadership, instructional leadership (strong emphasis on literacy and numeracy), and school culture leadership.
- Technology savvy for web-based instructional techniques and tools, computer proficiency, including MS Word, Excel, Outlook, PowerPoint, and Internet tools.
- Familiarity with and connections to current local, state, and national education reform practices is a strong plus.
- Ability to travel up to 30% of your time, in addition to quarterly program meetings in various cities in the US.
- At least 3-5 years of experience leading professional development in an adult leadership setting.
- At least 3-5 years of experience in a school setting required.
- A minimum of 3 years as a principal, head of school, or supervisor and evaluator of instructional staff members.
- At least 7 years of professional experience required.
- Bachelor’s Degree required.
- Must be able to conduct monthly 3 ½ hour in-person training sessions, as needed.
- Flexibility to work evening and weekend hours, as needed.
Compensation is commensurate with experience and includes a competitive benefits package and 401K.
New Leaders is an equal opportunity employer. New Leaders evaluates applicants for employment on the basis of qualifications, merit and work-related criteria and does not discriminate on the basis of race, color, religion, sex, national or ethnic origin, age, sexual orientation, gender identity, mental or physical disability, handicap, pregnancy, childbirth, medical condition, marital or familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other characteristic protected by law in administration and operation of its Programs and activities, including admission or access thereto, or treatment or employment therein. All qualified applicants will receive consideration for employment regardless of such status and will not be discriminated against on the basis of such status.
Minimum Education Required
How To Apply
Your cover letter should include an explanation of your interest in New Leaders as well as the position for which you are applying. Only applications with a cover letter attached will be considered.