Executive Director of Special Programs & Talent Development

POSITION TITLEExecutive Director of Special Programs & Talent DevelopmentSCHOOL/DEPARTMENTAcademicsSALARYADMINFLSA STATUSExemptREPORTS TOAssistant Superintendent of AcademicsSUPERVISESNoneWORK WEEK SCHEDULEMonday - FridayWORK HOURS40NUMBER OF MONTHS PER YEAR12General Definition of WorkThe Executive Director of Special Programs and Talent Development is a grant-funded role that provides leadership and oversight for all district-wide talent development and professional learning initiatives. The position is responsible for enhancing student achievement and teacher effectiveness by creating, implementing, and evaluating programs for aspiring educators, beginning teacher support, educator development, and educator advancement. This role supervises and supports the district's Advanced Teaching Roles Program, assesses professional learning needs, establishes goals, aligns initiatives with district priorities, and evaluates talent development programs' impact on student outcomes. This Role also seeks new and innovative grants and funding sources to continue and promote innovative practices.Minimum QualificationsEducation, Training & ExperienceMaster's Degree in Education and/or Master's Degree in Curriculum and InstructionValid NC Educator's School Administrator's license and/or Master's degree in Curriculum and Instruction/Educational LeadershipExperience in Education, including program coordination, or any equivalent combination of training and experience that provides the required knowledge, skills, and abilityValid driver's license is required. Preferred QualificationsAdvanced Degree or Doctorate in EducationExperience in program/department leadership, leading Advanced Teaching Roles, leading and organizing professional learning, grant writing and managementEssential FunctionsConducts needs assessments to identify professional learning priorities at school and district levels.Collaborates with district departments to research, design, implement, and evaluate a professional learning plan aligned to Strategic Plan goals.Identifies internal and external resources for learning opportunities, including facilitator-led sessions, blended/online learning, and offerings through NCDPI.Reviews and approves professional development courses to ensure alignment with the ABSS Professional Learning Framework, NC Educator Standards, and licensure requirements.Oversees district initiatives and programs such as Aspiring Teacher Programs (i.e, Teacher Cadet, TA to Teachers), Teacher Apprenticeship, Advanced Teacher Roles, and other educator pipeline and talent development partnerships.Oversees the alignment of advanced teacher roles with district priorities, including school improvement goals, instructional frameworks, and the Strategic Plan.Analyzes data to evaluate the effectiveness and impact of advanced teaching roles on teacher retention, student achievement, and leadership capacity.Coordinates mentorship, coaching, and leadership development support for educators transitioning into or serving in advanced teaching roles.Provides professional learning and leadership support to strengthen instructional capacity and student outcomes.Partners with schools to build and sustain collaborative professional learning structures-such as coaching cycles, professional learning communities, and peer observation models-anchored in advanced teacher role implementation.Collaborates across departments to align professional learning, digital learning, and leadership development efforts.Develops, implements, and evaluates a consistent district-wide coaching model.Provides guidance to instructional support staff, directors, and program managers on adult learning theory and effective course design.Develops and manages the department budget to ensure fiscal responsibility.Ensures district professional learning aligns with NC standards and ABSS Strategic Plan goals.Maintains open communication with schools and departments to identify needs and align supports.Partners with NCDPI to align state and district professional learning initiatives.Engages in continuous professional growth through journals, research, conferences, and workshops. Knowledge, Skills & AbilitiesExtensive knowledge of internal and external resources, current research, and emerging practices in professional learning, instructional coaching, and talent development.Deep knowledge of adult learning theory and effective strategies for supporting adult learners.Strong understanding of continuous improvement processes, including the work of school improvement teams.Knowledge of North Carolina Standard Course of Study and related state content standards.Knowledge of principles and best practices in administration, supervision, and personnel management.Demonstrated experience in fiscal management, including budget preparation, resource allocation, and expenditure control.Proficiency in the design and delivery of professional learning, including the effective use of technology and evidence-based instructional practices.Demonstrated professionalism, tact, and respect in interactions with employees, executive staff, Board of Education members, and community stakeholders.Knowledge of process improvement and organizational systems to enhance operational efficiency and customer service.Ability to assess districtwide professional learning needs and align supports with strategic priorities.Ability to set ambitious goals, develop long-range strategic plans, and align initiatives with data and district goals.Ability to design, implement, and evaluate effective programs and initiatives.Ability to maintain accurate records, analyze professional growth and effectiveness data, and prepare meaningful reports.Strong written and verbal communication skills.Ability to establish and maintain collaborative and productive working relationships across all levels of the organization.Demonstrated integrity, ethical conduct, and the ability to inspire trust and confidence in others.Models self-discipline, accountability, and a commitment to professional excellence.Ability to lead and supervise the development, implementation, and improvement of programs, services, and initiatives.Ability to delegate authority and responsibility effectively while holding others accountable for results.Strong cognitive, analytical, organizational, and decision-making skills with a commitment to high internal work standards.Ability to develop, analyze, and recommend policies, strategic plans, and practices that enhance district professional learning systems.Skilled in supervising, coordinating, and managing complex, large-scale programs and initiatives. Minimum Qualifications or Standards Required to Perform Essential Job FunctionsPhysical Requirements: Must be physically able to operate a variety of automated office machines, including computers, calculators, copiers, facsimile machines, etc. Must be able to exert an eligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Sedentary work involves sitting most of the time but may also involve walking or standing for periods of time.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants.Language Ability: Requires the ability to read correspondence, reports, forms, billing statements, invoices, financial statements, roster, insurance forms, turnaround documents, etc. Requires the ability to prepare correspondence, forms, reports, billing statements, invoices, and financial statements using proper format. Requires the ability to speak to people with poise, voice control, and confidence.Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in oral, written, diagrammatic or schedule form.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English and government technology.Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; to determine percentages and decimals; and to apply the principles of algebra and geometry.Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.Motor Coordination: Requires the ability to rapidly and accurately coordinate hands and eyes when using office equipment.Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors and shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal stress and when confronted with persons under stress.Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving the nature of sounds by ear.) Must be able to communicate via telephone. Disclaimer