Director of Early Learning

Manage operations of Seattle Public Schools Head Start, Early Childhood Special Education (ESCE), and Seattle Preschool Program. Provide the district with leadership and expertise in the coordination and management of the Early Learning System including strategic community partnerships, government partnerships (City, State, and Federal), grant acquisition/development/implementation, professional development, alignment and kindergarten transition. Responsible for developing and presenting an effective cross sector plan and professional development for district and community-based early learning staff and providers who are working with preschool children. Manage expenditures of funds totaling over 15 million dollars. Responsible for grant reporting to foundations, city, state, and federal governments. Responsible for managing the City/District relationship to ensure funds are targeted in service of district outcomes. Responsible for meeting specific requirements and deliverables related to each source of funding. 50% Manage Head Start, ESCE and Seattle Preschool Program (SPP). Collaborate with Executive Director of Curriculum and Instruction and other department managers to develop and implement goals and objectives of the Early Learning Department, specifically, professional development, assessment, and implementation of high-quality instructional practices for preschool. Establish Head Start program vision and long term objectives in accordance with program contracts, and in cooperation with policy council, as appropriate; develop and initiate plans, guidelines, and procedures for the operation of program and delivery of services; alert Grantee and District administration of impending changes and problems faced by the Head Start Program, including issues related to compliance with grant funding requirements. Provide leadership for Early Childhood Special Education program development; ensure the provision of a District-wide continuum of required service and placement options; design and implement assessment of District-wide program needs; research program-specific best practices, innovations and emerging trends; appoint and lead program-specific research, manage program budget and provide technical assistance to buildings to assure compliance with appropriate funding sources and District regulations. Provide support for Seattle Preschool Program, ensuring all program deliverables are met and teachers are supported with professional development and coaching. Communicate with the Board of Directors for Seattle Public Schools through board action reports, special work sessions, testimony at regular public meetings, and policy revision and alignment. Work with Teaching & Learning, senior leadership and across central office departments. Conducts needs assessments of district staff. Provide consultation to district and building administrators. Develops and implement systems and procedures for effective delivery of professional development. Supervise staff in each functional area both directly and indirectly including assigning work and evaluating employee performance. 10% Manage Professional Development (PD), implement WAKIDS in all Kindergarten classrooms , including communication with members from the Office of Superintendent of Public Instruction (OSPI), teachers, principals, and district leadership. Oversee Early Learning staff to facilitate WaKIDS training, Teaching Strategies Gold Assessment, and Family Connections Conferences. 5% Coordinate with the Executive Director of Curriculum and Instruction and develops the Early Learning goals for the District, using the Superintendent's strategic plan as a guideline. Manage the implementation of Early Learning work plans for preschool staff. 10% Collaborate with elementary principals, teachers, community partners, Seattle Schools central office academic departments, including Special Education, Bilingual Program, Math, Science, Research, Evaluation and Assessment, Professional Development, and content-specific departments, as well as central office leadership teams. 10% Work in partnership with key internal and community based partners to develop agreement on and consistent standards for student expectations, supporting development of high quality, culturally responsive instruction, and developmentally appropriate environments for preschool - grade 5. 5% Coordinate planning and partnerships focused on preschool - grade 5 professional development for staff and administrators working in/or supporting early learning within Seattle Schools boundaries. 5% Oversee specific grants and contracts related to professional development for early learning staff, including but not limited to: State funded Full Day Kindergarten. Foundation funding Seattle Preschool Program City funding Federal Head Start funding Monitoring use of the funding Supporting schools to ensure that the program aligns to the grant's expectations Best practices and school needs Collaborate with Grants Management and Early Learning Departments at both OSPI and within Seattle Public Schools 5% Work collaboratively with district Head Start, Kindergarten Transition personnel and district enrollment team on transition activities, Kindergarten Readiness, Kindergarten entry and alignment of assessment process preschool-grade 5, when applicable.

OTHER FUNCTIONS

May perform related duties consistent with the scope and intent of the position. Facilitate monthly meetings between Seattle Public Schools and Department of Education and Early Learning (City of Seattle)

CABINET CORE COMPETENCIES

Managing Vision and Purpose Communicates a compelling and inspired vision or sense of core purpose; makes the vision sharable by everyone; can inspire and motivate entire units or organizations. Develops a clear sense of purpose and mission that captures the imagination of others. Shares vision in a way that influences others as demonstrated by their words and actions. Anticipates and identifies long-term, future organizational needs and opportunities. Accountability Holds self and others accountable for measurable high-quality, timely and cost-effective results; determines objectives, sets priorities and delegates work; accepts responsibility for mistakes; complies with established control systems and rules. Takes responsibility and action as if the risks (financial or otherwise) are his or her own. Holds individuals and team accountable for their actions and results. Initiates action even if outcome is uncertain and is willing to accept the consequences of failure. Aligns own activities and priorities to meet broader organizational needs. Demonstrates courage and confidence in his or her own ability. Planning Accurately determines the length and difficulty of tasks and projects; sets clear, realistic and measurable goals; sets priorities and time parameters to accomplish tasks and projects; anticipates roadblocks and develops contingencies to redirect tasks so momentum is not lost Allocates and coordinates time effectively and efficiently to avoid conflicts. Anticipates potential problems and develops plans to address them. Develops an appropriate work plan to achieve results. Monitors progress, responds to problems and measures performance Getting Results (Action Oriented) Performs work with energy and drive; values planning, but will take quick, decisive action when an opportunity presents itself. Demonstrates a strong sense of urgency about solving problems and getting work done. Focuses on achieving the goal even in the face of obstacles. Assumes responsibility for starting and finishing work with minimal supervision. Strives for new levels of performance. Collaboration Develops cooperation and teamwork while participating in a group, working toward solutions which generally benefit all involved parties. Is seen as a team player who encourages efficient and effective collaborations. Works skillfully in difficult situations with both internal and external groups. Represents his/her own interests while being open-minded to other groups. Builds respectful and productive relationships internally and externally. Decision Quality & Problem Solving Uses analysis, wisdom, experience and logical methods to make good decisions and solve difficult problems with effective solutions; appropriately incorporates multiple inputs to establish shared ownership and effective action. Weighs the consequences of options before making a decision. Applies appropriate criteria to situations for the purpose of making decisions. Displays self-confidence in own judgment. Focuses in the facts and solutions instead of opinions and problems. Integrity Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an appropriate and helpful manner; keeps confidences; admits mistakes; doesn't misrepresent him/herself for personal gain. Deals with people and situations in an honest and forthright manner. Represents information and data accurately and completely. Represents the confidentiality of information and concerns shared by others. Takes ownership if a mistake is their own and does not blame others.

KNOWLEDGE, SKILLS AND ABILITIES

Principles, practices, methods and current trends of program administration, as applied to early childhood education and family services. Curriculum and instruction preK-3rd grade, student assessment practices, community resources, district operations and procedures, budget development and procedures. Program compliance. Responsible fiscal management. Managing program resources. Development and implementation of effective program operations. Providing leadership and developing strong working relationships with community members, parents and families, and staff. Supervising and evaluating staff. Plan, organize, staff, and direct a program that serves young children. Supervise and assign work. Provide leadership and directions. Evaluate work performance. Assist with grant writing and resource development. Develop training programs. Analyze problems and implement solutions. Facilitate group decision making. Adapt to change and remain flexible. Assesses and establish a method of evaluating and supporting program outcomes. Establish and maintain collaborative, effective working relationships with students, administrators, staff, funding source representatives, oversight council, outside agencies, community organizations, parents, families, children and the public in a multicultural community. Demonstrate supervisory and leadership abilities.

EXPERIENCE/EDUCATION

A typical way to obtain the knowledge and abilities would be: Seven (7) years of progressive experience in teaching or instructional curriculum development and supervision of an elementary school program and staff or early childhood program and staff; Master's degree in Early Childhood Education or related field; or an equivalent combination of education and experience. Any equivalent combination of education, experience and training that provides the required knowledge, skills and abilities to perform the work will be considered.

CERTIFICATIONS & LICENSES

Administrator or teacher's certificate or be eligible to obtain certification

CLEARANCES

Criminal Justice fingerprinting and background check.