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State of Massachusetts Associate Commissioner of Instructional Support and Policy, Center for Instructional Support in Malden, Massachusetts

Associate Commissioner of Instructional Support and Policy, Center for Instructional Support

The Center for Instructional Support (CIS) at the Massachusetts Department of Elementary and Secondary Education (DESE) is designed to work with educators in districts and schools to support students to meet the Department’sAcademic Vision: Every student in Massachusetts has access to a safe and supportive school environment that cultivates academic curiosity and confidence. Students have equitable access to an excellent education. More specifically, we commit to work towards a workplace, public education system, and society in which race and other intersecting identities play no role in outcomes. The Department needs a leader who will help us to animate our state – to ensure that every student, regardless of background, has access to the best learning materials and that every teacher has the support and resources to bring those materials to life for their students--instructional materials that are rigorous, engaging, and relevant to all students’ lives, and built to help them gain the skills and knowledge they need to thrive in school and beyond. We need a leader who is committed to bringing access and opportunity to BIPOC students, to dismantling systems of oppression that systematically prevent students from accessing education that well-prepares them for post-secondary experiences that they choose.

The Associate Commissioner is a leader within the Center, and is charged with bringing cross-center and cross-Department coherence to the initiatives, projects, and people all in service of making positive impact on the nearly 1 million students and 79,000 educators in the Commonwealth. The Associate Commissioner for the Center for Instructional Support will serve in an integration function to work with the Senior Associate Commissioner to manage the integration of three offices—and more importantly, their impact on students: Curriculum and Instruction; Office of English Language Acquisition; Educator Effectiveness. The Associate Commissioner will serve as second in charge of managing all projects and offices across the Center. This function will represent the Senior Associate Commissioner both internally and externally at meetings, presentations, etc.

This is a critical position in developing, leading and managing the integrated vision to improve instruction across the Commonwealth and to support educators in effectively serving our state’s most vulnerable students, such as BIPOC students, English Language Learners, students with disabilities, and students from low-income backgrounds.

At DESE, we’re proud that our state leads the nation in public education, but we also know that it’s not good enough to be number one for some students. We have a lot of work to do to ensure a deep, joyful, engaging, and enriching learning experience for every student and to close opportunity gaps for historically underserved students—BIPOC students, English Learners, and students with disabilities.

The hard truth is we are not yet living up to the promise of equal opportunity for all. Too often, we give our Black, Latinx, Asian and Native students; students with disabilities; and English Learners the least access to critical resources—from cutting edge learning tools to advanced coursework to experienced teachers. And the results of generations of systemic racism and inequality are predictable: wide and persistent access and opportunity gaps.

We need leadership to change these pernicious patterns of inequity. We need an Associate Commissioner of Instructional Support and Policy with experience in making tangible changes for students of color and demonstrable impact; we need a person with a deep understanding of instruction, a keen interest in shaping and using policy to make positive change for students, an individual who finds a window when a door closes, with persistence and creativity in bringing about results for students.

Major Responsibilities

  1. Manage the Center for Instructional Support (CIS)’s Instructional Policy team (works cross-center), including the Assistant Director of Instructional Policy and Assistant Director of Instructional Practice

  2. Manage the Center’s highest priority initiatives: promoting selection and use of high-quality instructional materials and aligned professional learning; and promoting race equity to ensure educational outcomes for students are not determined by their race.

  3. Support and hold accountable CIS directors in managing the interrogation of the projects and their race equity focus, along with meeting ambitious project goals.

  4. Serve as the state and national spokesperson for Massachusetts’ work in curriculum and instruction and promoting racial equity.

  5. Collaborate across the agency to advance goals, serving as CIS liaison or managing the liaison(s) to the following: Center for District Support, specifically the Statewide System of Support and the Office of Accountability; Center for Strategic Initiatives; Kaleidoscope Collective for Learning, Center for Educational Options, among others as designated.

  6. Contribute as a senior leader in CIS to ensure the work is well-integrated across the unit. Collaborate with the Senior Associate Commissioner for Instructional Support to meet ambitious goals and make ambitious impact, including: ensuring adequate staffing and coverage for administrative staff, performing employee performance reviews and weekly supervisory meetings with staff, and organize daily administrative operations of the Instructional Support team to meet Department’s goals, objectives, and target dates.

  7. Where necessary, support (and in appointed cases, lead) the work of recruiting, interviewing, hiring and inducting new staff.

Preferred Qualifications

  1. Knowledge, Skills and Abilities
  • Deep knowledge of high-quality curriculum and instructional materials and familiarity with aligned professional development.

  • Deep knowledge of anti-racist practices, especially focused on anti-racist and culturally proficient instructional strategies, and commitment to bringing an anti-racist lens to the work.

  • Commitment to using data (quantitative and qualitative) to set goals, measure results, make just-in-time course corrections and to learning.

  • Strong knowledge and ability to effectively plan, organize, direct, supervise and motivate a complex service delivery system and its staff.

  • Ability to manage competing priorities without losing sight of vision, mission, and priority goals and without becoming a “roadblock” to proactive and talented staff

  • Ability to analyze and determine the applicability of educational data, to draw conclusions, and communicate complex information.

  • Ability to work with diverse groups and empower individuals across lines of identity; and forge agreements with individuals and organization units.

  • Demonstrated capacity to accept and promote varied working styles.

  • Excellent written and oral communication skills, including public speaking ability;

  • Demonstrated ability to work productively and collegially with individuals and teams.

B. Experience Necessary

  • Experience as a teacher in the PreK-12 public school system with evidence of impact on students.

  • Experience working in racially-diverse schools and districts.

  • Commitment to advancing anti-racist policies and practices within the team and in working with the state’s PreK-12 and educator preparation fields.

  • Knowledge of and expertise with racial equity, combating implicit bias, cultural competency in the context of the educational system.

  • Ability to communicate, work effectively, and navigate highly visible and politically sensitive work with multiple, diverse stakeholders across multiple organizations, and within the context of a state agency.

  • Ability to learn and build on the varying cultural and community norms of students, families, school districts and other community members through awareness of one’s own cultural identity and views about difference.

  • Experience in education policy development and program implementation, especially related to educators and curriculum and instruction.

  • Experience working with school districts, education professional associations, federal agencies and other related organizations.

  • Demonstrated ability to lead and supervise staff with demonstrated results in promoting staff growth and retention of high-performing staff.

  • Experience coordinating/managing in the public sector, including supervisory experience.

  • Strong managerial skills to support staff to reach ambitious goals.

  • Facility with technology, including the ability to quickly orient knowledge and skills to utilize new applications and tools (e.g., experience and proficiency in using Microsoft Word, Excel, PowerPoint and Access, among others).

  • General knowledge of state government and ability to work creatively within state and bureaucratic constraints; and

  • Based on assignment, possession of current and valid Massachusetts Class 3 Motor Vehicle Operator’s License or the equivalent from another state may be required.

  • For questions on this posting please contact Maureen O'Brien @ maureen.t.o'brien@mass.gov

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MINIMUM ENTRANCE REQUIREMENTS:

Applicants must have at least (A) six (6) years of full-time or, equivalent part-time, professional, administrative, supervisory, or managerial experience in business administration, business management, public administration, public management, clinical administration or clinical management of which (B) at least two (2) years must have been in a supervisory or managerial capacity or (C) any equivalent combination of the required experience and substitutions below.

Substitutions:

I. A certificate in a relevant or related field may be substituted for one (1) year of the required (A) experience.

II. A Bachelor’s degree in a related field may be substituted for two (2) years of the required (A) experience.

III. A Graduate degree in a related field may be substituted for three (3) years of the required (A) experience.

IV. A Doctorate degree in a related field may be substituted for four (4) years of the required (A) experience.

An Equal Opportunity / Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply.

Job: *Education

Organization: *Department of Elementary and Secondary Education

Title: *Associate Commissioner of Instructional Support and Policy, Center for Instructional Support *

Location: Massachusetts-Malden - 75 Pleasant Street

Requisition ID: 2000063P

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