Senior Administrator- Regional School Climate and Behavior Support

Wake County Public Schools; Deutschland; Vor Ort; EUR 61.344 - 78.871; Vollzeit

Zusammenfassung

Wake County Public Schools is seeking a Senior Administrator for Regional School Climate and Behavior Support. The role involves leadership in social, emotional, and behavioral programs at district and school levels. The successful candidate will engage with data analysis to improve student outcomes and enhance school climates.

Qualified applicants will have a Master’s degree in a relevant field and strong communication and organizational skills, along with a commitment to fostering positive learning environments.

Qualifikationen

• Comprehensive knowledge of multi-tiered system of supports (MTSS).
• Experience in designing and delivering professional development.
• Valid North Carolina Professional Educator’s license.

Aufgaben

• Provide leadership in implementing social and emotional programs.
• Coordinate efforts of teachers to improve student outcomes.
• Engage in data analysis for decision-making.

Kenntnisse

Critical thinking

Problem solving

Effective time management

Organizational skills

Communication skills

Ausbildung

Master’s degree in relevant field

Tools

Microsoft Office (Word, Excel)

Google Apps

Jobbeschreibung

Overview

POSITION TITLE (Oracle title)

SENIOR ADMINISTRATOR

WORKING TITLE

Senior Administrator-Regional School Climate and Behavior Support

SCHOOL/DEPARTMENT

School Climate

LOCATION

Crossroads II, Cary, NC

PAY GRADE

Senior Administrator-Band 3

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends)

Position is available for Hybrid Telework workweek

POSITION PURPOSE

Provides leadership at the district and school level in the implementation of elementary and secondary social, emotional, and behavioral programs and practices. Interprets, analyzes and utilizes all available data for progress monitoring of disciplinary referrals, and other data sets. Directly supports and coordinates the efforts of the central services based coordinating teachers to improve student outcomes and enhance school climates. Supports the vision and efforts of central services leaders in promoting positive classroom environments and advancing social, emotional, and behavioral practices throughout the district.

MINIMUM QUALIFICATIONS

• Comprehensive knowledge and understanding of multi-tiered system of supports (MTSS);
• Comprehensive knowledge of a variety of available social, emotional and behavior databases;
• Comprehensive knowledge of research-based instructional and behavioral practices and interventions;
• Comprehensive knowledge of applicable federal, state, and local regulations, policies, and educational statutes, including but not limited to budgeting and fiscal requirements;
• Comprehensive knowledge of Microsoft Office, specifically Word and Excel; Google Apps:
• Critical thinking and problem solving skills;
• Effective time management and organizational skills;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to engage in data-based problem solving at the district and school level for decision making regarding instruction, curriculum, school climate and culture;
• Ability to generate, analyze, interpret, and communicate school climate data;
• Ability to design and deliver professional learning to meet the needs of various stakeholders;
• Ability to present to a variety of stakeholder groups;
• Ability to communicate with individuals of varied cultural and educational backgrounds;
• Ability to create, coach and sustain a high functioning team;
• Ability to establish and maintain effective working relationships with school system staff and all school-based workers.

EDUCATION, TRAINING, AND EXPERIENCE

• Master’s degree in School Administration, Curriculum Instructional Specialist; School Counselor, School Social Worker or School Psychologist, General Education, Special Education or a directly related field from an accredited university;
• Demonstrated successful teaching or training experience;
• Demonstrated successful experience in a progressively responsible administrative role;
• Experience in designing and delivering professional development to meet the identified needs using a variety of modalities.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be able to hold a North Carolina Professional Educator’s license in General Education, School Administrator, Special Education, School Counselor, School Social Worker or School Psychologist or a directly related field;
• Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.

PREFERRED QUALIFICATIONS

• Proven experience leading effective teams;
• Cognitive Coaching training;
• Experience observing and evaluating staff.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Builds coordinating teacher capacity through coaching, progress monitoring and feedback.
2. Engages in data analysis of district and school level social, emotional and behavioral data.
3. Implements programmatic recommendations based on data analysis.
4. Guides support for schools based on outcome and implementation data.
5. Monitors long- and short-range goals and objectives for the improvement of school climate.
6. Monitors and coordinates the skill development of school support teams and other stakeholders.
7. Collaborates with other divisions and participates in cross functional teams and projects to foster organizational alignment and commitment to system wide goals.
8. Provides guidance and coordination of supporting schools with behavioral and academic systems and structures.
9. Collaborates with the Director to gather and report data.
10. Coordinates Sr. Director and Director to provide direct support to improve school climate outcomes in schools within an assigned region.
11. Stays current on research and policy changes that impact instruction, curriculum, and environment.
12. Works within the budget and monitors funds as assigned in accordance with federal, state, and local policies.
13. Contributes to a high functioning team by demonstrating self-awareness, self-management, social awareness relationship skills and responsible decision making.
14. Provides onsite support and problem-solving for individual students, classes, and schools.
15. Coaches staff and school teams in the development and implementation of multi-tiered SEL/behavior plans and continuum of supports.
16. Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This position operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, staff members of external funding agencies, vendors, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automotive equipment.

EFFECTIVE DATE: 11/2025