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Qualifications:

1. Must hold acceptable NJ Administrative Certification.
2. Minimum Principals certificate; Masters Degree qualifications required; experience as a School Administrator in a school district.
3. Ten years administrative experience required.
4. Must possess strong communication managerial budgetary and leadership skills.
5. Demonstrated knowledge of effective principles of teaching and learning.
6. Demonstrated ability to function effectively in a diverse school community.
7. Demonstrated aptitude or competence for assigned responsibilities.
8. Strong public relations skills.
9. Demonstrated knowledge of effective public education programs particularly magnet programs.
10. Ability to follow directions and work as a productive component of a highly functioning administrative team
11. Required criminal background check and proof of US citizenship or legal alien status.
12. Ability to work on site during the hours required.

Reports to: Director of Special Projects

Job Goal: To ensure every student has an equitable educational experience within our school system and ensure all students graduate from the Elizabeth Public Schools ready to succeed in a racially and culturally diverse local national and global community.

Performance Responsibilities:

1. Serve as the primary steward of anti-racism dialogues and trainings district-wide facilitating and designing learning and other processes for all staff members that advance racial equity throughout all levels of the organization.
2. Serve as a coach guide advisor and mentor to school and department leaders ensuring the sharing of racial equity best practices across departments and schools.
3. Build and support mechanisms that elevate the voices of students and families of color for input and leadership in key decision-making processes.
4. Facilitate pathways for professional growth shared decision making and development for educators of color that build capacity and afford opportunities to create healing
5. Support and guide district implementation of restorative approaches to discipline practices.
6. Identify and invest in opportunities that build positive school climates including but not limited to bullying prevention social-emotional wellbeing and community building.
7. Implement refine and analyze assessment/survey tools such as The Equity and Diversity Impact Assessment that evaluate and audit school climates as well as partnering with school leaders and community members on data-driven responses to barriers to inclusive school cultures.
8. Create opportunities for dialogue and authentic collaboration with families traditionally relegated to the margins of the education system including caregivers of color low-income community members and caregivers of children with learning differences.
9. Develop curate and disseminate resources and trainings to school leaders on best practices for engaging with families that are generated from scholarly research and engagement with EPS families.
10. Lead the creation of spaces that foster community dialogue including community conversations and advisory groups.
11. Foster strong ties to city and community partnerships that support family engagement.
12. Collects data relating to inequitable accounts of services resources and/or treatment.
13. Collects student and parent issues and present data from findings to the direct report.
14. Assists with evaluating and analyzing student progress including attendance academic and behavioral data.
15. Coordinates with community partners to build resources that directly address the achievement gap (parent communication early childhood learning use of assessment data etc.).
16. Participates in stakeholder conferences to develop student and district action plans.
17. Supports a positive District climate while interacting with students families staff and community members.
18. Maintains confidentiality when dealing with students families staff and community members.
19. Through professional development with parents/guardians and/or direct contact with students facilitates social and emotional growth with students