Executive Director in Residence (226 Days)

Description

The Executive Director in Residence (EDR) serves as a high-impact leadership development position designed to prepare exceptional principals for future Executive Director opportunities within the district. The EDR program serves as the district's leadership succession pipeline by providing selected principals with authentic executive leadership experience while they continue to serve as the principal of record for their assigned campus.

The Executive Director in Residence maintains full responsibility and accountability for the leadership, management, and performance of their campus while participating in a structured residency under the supervision of an Executive Director. The residency includes two (2) days per week engaged in Executive Director responsibilities and three (3) days per week serving as principal at their assigned campus.

The Executive Director in Residence will work closely with the Regional Superintendent, Executive Director, principals, and district leadership teams to develop the knowledge, skills, and competencies necessary to successfully transition into an Executive Director role.

Executive Leadership Development

• Participate in a year-long residency experience designed to develop executive leadership capacity and readiness for district-level leadership responsibilities.
• Shadow and collaborate with an Executive Director to gain a comprehensive understanding of principal supervision, leadership development, school improvement, and district operations.
• Participate in executive leadership meetings, district initiatives, strategic planning sessions, and cross-functional collaboration with district departments.
• Develop an understanding of district systems, organizational structures, policies, procedures, and leadership practices that support student achievement and organizational effectiveness.

Instructional Leadership

• Observe, support, and progressively co-facilitate principal coaching and development sessions.
• Assist in monitoring and supporting the implementation of campus improvement plans across assigned feeder pattern schools.
• Develop expertise in leadership coaching practices that improve principal effectiveness, instructional leadership, and student outcomes.
• Analyze school performance data and participate in the development of targeted support plans designed to accelerate student achievement.
• Learn and apply effective leadership supervision practices while supporting principals in meeting district expectations and goals.
• Collaborate with Executive Directors and district leadership teams to monitor campus performance, instructional effectiveness, and school improvement efforts.
• Participate in instructional reviews, learning walks, data analysis sessions, and campus support visits.
• Assist with identifying and coordinating supports necessary to improve student achievement and organizational effectiveness across multiple campuses.

Operational Leadership

• Participate in district-level problem-solving and crisis response efforts involving assigned schools.
• Develop expertise in responding to student, staff, operational, safety, and community-related concerns.
• Learn effective decision-making processes related to personnel matters, school operations, risk management, and emergency response protocols.
• Support district leaders in resolving complex challenges while maintaining a focus on student success and organizational stability.

Community and Stakeholder Engagement

• Participate in meetings and engagement opportunities with families, community organizations, elected officials, and business partners.
• Develop skills in managing stakeholder concerns, facilitating difficult conversations, and building collaborative relationships across diverse communities.
• Support Executive Directors in responding to community inquiries and addressing concerns affecting schools within the feeder pattern.
• Serve as an informed and professional representative of the district in both formal and informal settings.

Professional Responsibilities

• Demonstrate increasing responsibility and proficiency in executive leadership functions throughout the residency experience.
• Apply executive leadership learning while maintaining effective campus leadership and continued accountability for campus outcomes.
• Support the district's commitment to leadership development and succession planning by building readiness for future Executive Director opportunities.
• Maintain compliance with all federal, state, and local laws, policies, regulations, and district procedures.
• Perform all other duties and responsibilities as assigned.

Qualifications

• Master's Degree required from an accredited university in educational administration or other areas related to responsibilities (U.S.A. equivalency); Three (3) years of directly related educational experience.
• Extensive knowledge of effective principles and practices of management.
• Thorough knowledge of instructional theory and practice, including the assessment of instruction. Knowledge of board policies and procedures preferred.
• Familiarity with federal and state legislation and regulations that apply to areas of responsibility. Awareness of organizational theory and its application in large school districts, including familiarity with "systems thinking" and the ability to analyze organizational situations from structural, human resource, political and symbolic frames.
• Understanding of the functions and operations of a large public school district Acquaintance of K-12 curriculums, school-centered decision-making and the change process in organizations.
• Knowledge of school building operations, needs and concerns. Awareness of effective supervisory methods, practices, and techniques.
• Character, personality and proper social capability to relate effectively with racially and ethnically diverse staff, students and their families.
• Ability to function effectively with all levels of management within and across district departments. Skills in personnel management and strong interpersonal skills.
• Competency to meet the communications diversity of the community and district, staff members and the public at large.
• Exemplary strategic, functional and operational planning skills.
• Capacity to write reports and plan documents requiring technical precision, accuracy, readability and editorial correctness.