INTERNAL ONLY - Chief of Learning

POSITION TITLE: Chief of LearningCLASSIFICATION: Executive Cabinet MemberREPORTS TO: SuperintendentThe Chief of Learning: Design and Advancement serves as the cabinet-level leader responsible for ensuring that the Cedar Rapids Community School District's PK–12 learning system is intentionally designed, coherently implemented, continuously evaluated, and boldly advanced so every student experiences rigorous, engaging, and meaningful preparation to thrive in learning and life.This position provides strategic leadership for the district's academic and learning vision, including curriculum, instruction, assessment, academic interventions, professional learning, educator mentoring and induction, instructional coaching, advanced learning opportunities, college and career readiness, career pathways, experiential learning, postsecondary partnerships, and the annual evaluation of academic programming and student learning experiences. The Chief of Learning: Design and Advancement is responsible for ensuring that the district's learning system is aligned from PK through graduation, grounded in high-quality instructional materials and effective teaching practices, informed by data and implementation evidence, responsive to state and federal requirements, and connected to CRCSD's strategic plan and commitment to every learner's success.As a member of the Executive Cabinet, this leader works in close collaboration with the Superintendent, Cabinet members, building leaders, educators, families, and community partners to strengthen teaching, learning, student opportunity, and postsecondary readiness across the district. The Chief of Learning: Design and Advancement is expected to work collaboratively across departments to ensure that academic systems, student learning experiences, educator development, and school implementation are aligned and mutually reinforcing.ESSENTIAL DUTIES AND RESPONSIBILITIES: District Academic Vision and System LeadershipLeads the development, implementation, and continuous refinement of the district's PK–12 academic and learning vision in alignment with the strategic plan, Board priorities, and Superintendent direction.Advances a coherent districtwide learning system that aligns curriculum, instruction, assessment, intervention, professional learning, educator development, student opportunity, and postsecondary readiness.Serves as a strategic thought partner to the Superintendent and Executive Cabinet on academic priorities, learning design, and long-range instructional planning.Translates academic priorities into actionable implementation plans, accountability structures, and continuous improvement systems.Curriculum, Instruction, and Program DesignOversees rigorous, equitable, and high-quality systems of curriculum, instruction, assessment, and instructional resource implementation across PK–12.Leads curriculum adoption, revision, instructional resource alignment, and implementation of the CRCSD Model of Instruction.Establishes systems to monitor instructional quality, curriculum fidelity, and program effectiveness.Oversees the district's program of study, academic pathways, and learning continuum to ensure strong progression from early learning through graduation.Assessment, Accountability, and Continuous ImprovementDirects districtwide assessment strategy, compliance, academic data systems, dashboards, and progress monitoring.Develops and oversees systems for program evaluation, strategic metrics, and data-informed decision-making to strengthen learning outcomes.Prepares and communicates academic progress, program evaluation, and accountability reports to district leadership, the Board, and stakeholders.Academic Intervention and Student Learning SupportsLeads the design, alignment, and continuous improvement of district academic intervention systems.Ensures intervention systems are responsive to student learning needs and aligned to curriculum, instructional priorities, and school improvement efforts.College, Career, and Advanced LearningProvides leadership for PK–12 college and career readiness systems, including pathways, postsecondary partnerships, experiential learning, and career-connected opportunities.Oversees advanced learning systems, including Advanced Placement, gifted education, acceleration, and equitable access to rigorous coursework.Expands student access to future-ready learning opportunities through partnerships, grants, and innovative programming.Professional Learning and Educator DevelopmentLeads districtwide professional learning, educator development, mentoring, induction, instructional coaching, and teacher leadership systems.Aligns educator growth systems with district instructional priorities, strategic goals, and student learning outcomes.Supervises district-level instructional leaders and supports school-based implementation of educator development systems.Innovation, Strategic Advancement, and Resource ManagementAdvances experiential learning, innovation, and future-focused academic initiatives aligned to district priorities.Designs and oversees processes for launching, scaling, evaluating, and refining academic programs and initiatives.Manages departmental resources, including budgets, staffing, grants, and strategic investments.Compliance, Policy, and External LeadershipEnsures academic systems comply with federal, state, and local laws, regulations, and reporting requirements.Develops policies, procedures, and implementation structures that strengthen district learning systems.Represents CRCSD in educational, governmental, postsecondary, and professional partnerships at local, state, and national levels.Cabinet Leadership and Stakeholder EngagementServes as a strategic member of the Executive Cabinet and collaborates across departments to ensure districtwide coherence.Partners with school leaders, families, community organizations, higher education institutions, and business leaders to strengthen student opportunity and district success.Collaborates with Communications and district leadership to ensure clear communication of academic programs, pathways, and student opportunities.Attends Board meetings, prepares reports and recommendations, and supports advisory committees as assigned.Performs other duties as assigned by the Superintendent.CRCSD is seeking a leader who can demonstrate the ability to perform the following:Develop, advocate for, and enact a shared academic and learning vision that promotes high-quality education, student success, future readiness, and well-being for every learner.Lead ethically and according to professional norms, building trust through clarity, integrity, sound judgment, and responsible stewardship.Advance equity of educational opportunity through rigorous, culturally responsive, inclusive, and accessible systems of curriculum, instruction, assessment, programming, and student learning experiences.Develop the professional capacity and practice of other educators, instructional leaders, and district teams to strengthen student learning and improve outcomes.Build intellectually rigorous, coherent, and well-monitored systems of curriculum, instruction, assessment, intervention, and academic programming.Lead continuous improvement through strong implementation, data-informed decisions, program evaluation, strategic planning, and responsive refinement.Design and advance a clear PK–12 learning continuum that prepares students for success across grade levels and into postsecondary life.Strengthen college and career readiness through pathways, partnerships, experiential learning, postsecondary preparation, advanced programming, and student opportunity.Translate vision into operational systems, clear expectations, professional learning, timelines, and measurable outcomes.Communicate complex learning work clearly and effectively to the Board, staff, families, community members, and external partners.Collaborate across departments and with school leaders to align academic expectations with school implementation, teacher development, and student needs.Represent the district credibly and professionally in local, regional, state, and national settings related to learning, academic policy, educator development, and student opportunity.Essential Skills/AptitudesKnowledge of federal, state, and local regulations, policies, guidelines, and compliance expectations related to curriculum, instruction, assessment, educator development, professional learning, college and career readiness, advanced learning, and assigned departmental responsibilities.Capacity to represent the District in a professional manner, including confidentiality, collegiality, credibility, and the ability to obtain and utilize additional training as necessary.Demonstrated ability to work with exceptional trust, integrity, discretion, and professionalism.Demonstrated commitment to continuous improvement, implementation quality, and measurable impact.Demonstrated ability to organize, manage, communicate, and sustain large-scale change initiatives.Demonstrated ability to organize, prioritize, initiate tasks, establish timelines, and assume responsibility for complex systems work.Demonstrated ability to work successfully with teachers, instructional coaches, principals, district leaders, Cabinet members, families, and community partners in developing and implementing best practices.Strong interpersonal and written communication skills, including the ability to translate complex academic work into clear information for varied audiences.Skill in deploying staff, data, budgets, partnerships, grants, and other resources to effectively support instructional programs and student learning opportunities.Ability to establish priorities and manage multiple high-level projects simultaneously.Strong systems-thinking ability and capacity to connect curriculum, instruction, assessment, intervention, professional learning, educator development, and postsecondary readiness.Ability to analyze academic data, dashboards, implementation evidence, and program evaluation findings to inform decision-making.Ability to design, interpret, and use metrics to monitor learning outcomes, program access, implementation quality, and strategic plan progress.Demonstrated understanding of high-quality instructional materials, standards-aligned curriculum, instructional practice, and assessment systems.Demonstrated understanding of mentoring, induction, instructional coaching, teacher development, and educator growth systems.Demonstrated understanding of college and career readiness, PK–12 pathways, postsecondary preparation, dual-credit opportunities, work-based learning, and experiential learning.Demonstrated understanding of Advanced Placement, gifted and talented programming, and equitable access to rigorous learning opportunities.Belief that all students can learn at high levels and deserve access to meaningful, rigorous, and future-focused learning experiences.Commitment to closing opportunity and achievement gaps and ensuring students transition successfully to postsecondary endeavors.Demonstrated willingness to put the interests of students above all others.Active contribution to a culture of high expectations, collaboration, learning, and districtwide excellence.Qualification RequirementsTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.EDUCATION, LICENSE, and/or EXPERIENCE:Masters of Educational AdministrationAdministrative experience required, minimum 5 years (either building, district, or AEA)Iowa 5-12, or K-12 Principal and Evaluator Approval License Required.Iowa PK-12 Superintendent & AEA Administrator License preferredSALARY: $163,801LANGUAGE SKILLS: Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.MATHEMATICAL SKILLS: Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data.REASONING ABILITY:Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.OTHER SKILLS and ABILITIES: Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as office materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while working with computers, written materials, reports, assessment data, etc.WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee arrive and leave as directed and may require the employee to extend beyond a typical 7:30 a.m. to 4:30 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments.AN EQUAL OPPORTUNITY EMPLOYER The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Department of Human Resources at 319-558-2747.