Executive Director of Teaching and Learning, PK-12 - Marlborough Public Schools

Job Description

Title of Position:

Executive Director of Teaching and Learning, PK-12

Work Year:

(12) Months/ 260 Days

Salary Range:

$140,000 - $150,000 annually

Organizational Relationship or Line of Authority:

The Executive Director reports directly to the Deputy Superintendent of Schools and serves as a member of the District Leadership Team. The Executive Director of Teaching and Learning directly supports the Interventionist Coordinators, Academic Interventionists, and District Lead Teachers. The Executive Director may also supervise additional academic support staff as assigned.

Summary:

The Executive Director of Teaching and Learning, PK-12 provides strategic leadership, coordination, and oversight for the district's instructional program, curriculum implementation, academic intervention systems, and continuous improvement efforts. The Executive Director is responsible for ensuring coherence, alignment, and excellence in teaching and learning across all grade levels and content areas.

Working collaboratively with school and district leaders, the Executive Director leads the implementation of a rigorous, equitable, and student-centered instructional framework that advances academic achievement, accelerates student growth, and prepares students to fulfill the aspirations outlined in the Marlborough Public Schools 2030 Strategic Plan and the district's Portrait of a Learner.

The Executive Director serves as a key instructional leader responsible for ensuring horizontal and vertical alignment of curriculum, instruction, assessment, intervention, and professional learning across the district.

Statement of Duties:

Strategic Academic Leadership

• Refine and implement a districtwide instructional framework for teaching and learning aligned with the Marlborough Public Schools 2030 Strategic Plan and Portrait of a Learner.
  
• Ensure coherence and alignment of curriculum, instruction, assessment, intervention, and professional learning across all schools and grade levels.
  
• Lead district efforts to improve student achievement and academic growth.
  
• Establish systems that ensure all students have access to high-quality, rigorous, and engaging learning experiences.
  
• Promote instructional practices that foster critical thinking, problem-solving, communication, collaboration, and learner agency.
  
• Collaborate with district and school leaders to advance equitable outcomes for all students.

Curriculum, Instruction, and Assessment

• Lead the implementation, monitoring, and continuous improvement of district curriculum and instructional programs.
  
• Ensure horizontal and vertical curriculum alignment across grade levels and content areas.
  
• Collaborate with school leaders and teacher leaders to strengthen instructional practices.
  
• Oversee district assessment systems and utilize student performance data to drive instructional improvement.
  
• Support schools in the analysis and use of formative, benchmark, and summative assessment data.
  
• Lead curriculum review, adoption, and revision processes.

Multi-Tiered Systems of Support and Academic Intervention

• Develop and oversee a comprehensive PK-12 academic intervention framework.
  
• Support Intervention Coordinators and Interventionists to ensure effective implementation of evidence-based interventions.
  
• Collaborate with school leaders to identify and address learning gaps and accelerate student growth.
  
• Ensure intervention systems are aligned with district MTSS structures and instructional priorities.
  
• Monitor student progress and intervention effectiveness through data-driven decision-making.
  
• Support schools in providing timely and targeted support for all learners.

Professional Learning and Capacity Building

• Design and oversee a districtwide professional learning system aligned with instructional priorities and strategic goals.
  
• Support Lead Teachers in facilitating instructional improvement efforts.
  
• Develop leadership capacity among teacher leaders, instructional teams, and administrators.
  
• Promote professional collaboration and continuous learning across schools.
  
• Coordinate curriculum-based professional development and implementation supports.

Instructional Leadership and School Support

• Partner with principals and instructional leaders to support school improvement efforts.
  
• Conduct regular classroom visits and instructional reviews to monitor implementation and identify areas for growth.
  
• Support districtwide instructional leadership teams and collaborative planning structures.
  
• Support schools in implementing evidence-based instructional practices through their school improvement and professional development plans.
  
• Lead initiatives focused on improving student engagement, academic rigor, and instructional effectiveness.

Equity and Student Achievement

• Lead efforts to close achievement and opportunity gaps across student groups.
  
• Ensure equitable access to high-quality curriculum, instruction, and interventions.
  
• Monitor academic outcomes and develop strategies to improve achievement for historically underserved populations.
  
• Promote culturally responsive teaching and inclusive instructional practices through direct support of the Anti-Racist/Anti-Bias Committee.
  
• Support the development of learning environments that foster belonging, engagement, and academic success.

Data, Accountability, and Continuous Improvement

• Establish measurable goals and performance indicators related to student achievement and instructional effectiveness.
  
• Analyze district, school, and classroom-level data to inform decision-making.
  
• Develop and monitor action plans designed to improve student outcomes.
  
• Prepare reports and presentations for the Superintendent, School Committee, and District Leadership Team.
  
• Lead continuous improvement efforts focused on instructional excellence and student achievement.

Program Development and Innovation

• Identify emerging instructional practices and educational innovations that support district priorities.
  
• Pursue grant opportunities and partnerships that enhance teaching and learning.
  
• Lead initiatives that expand opportunities for advanced learning, enrichment, intervention, and personalized learning.
  
• Ensure instructional programs remain aligned with evolving state standards and district goals.

Qualifications:

• Master's degree in Curriculum and Instruction, Educational Leadership, Teaching and Learning, or related field required.
  
• Massachusetts licensure as a Supervisor/Director, Principal/Assistant Principal, or equivalent administrative credential. SEI Endorsement required.
  
• Minimum of five years of successful teaching experience required.
  
• Minimum of three years of successful instructional leadership or supervisory experience required.
  
• Demonstrated expertise in curriculum development, instructional leadership, assessment, and intervention systems required.
  
• Experience leading districtwide curriculum, instruction, assessment, or school improvement initiatives preferred.
  
• Experience implementing Multi-Tiered Systems of Support and academic intervention programs preferred.
  
• Experience facilitating professional learning and instructional coaching systems preferred.

Knowledge, Skills, and Abilities

• Deep understanding of curriculum design, instructional practices, assessment systems, and learning science.
  
• Expertise in academic intervention and Multi-Tiered Systems of Support.
  
• Strong understanding of school improvement planning and instructional leadership.
  
• Ability to analyze student achievement data and translate findings into actionable strategies.
  
• Knowledge of culturally responsive teaching and equitable instructional practices.
  
• Exceptional leadership, communication, facilitation, and organizational skills.
  
• Ability to build collaborative relationships across schools and departments.
  
• Commitment to continuous improvement and instructional excellence.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.