Assistant Director of Learning & School Culture

Young World Physical Education; Somerville (MA); On-site; USD 70,000 - 90,000; Full time

Job summary

Young World Physical Education in Somerville, Massachusetts, seeks an Assistant Director of Learning & School Culture to enhance instructional practices and foster a positive school environment. Responsibilities include supporting teachers, implementing social-emotional learning programs, and conducting evaluations. The ideal candidate has a Bachelor’s degree, a valid Massachusetts Administrator License, and at least 5 years of experience in Early Childhood settings. This full-time position contributes to a cohesive, supportive community for students and staff.

Qualifications

• Minimum of 5 years of experience in a school setting, preferably with PreK-5 or Early Childhood.
• Experience supporting instructional improvement and coaching teachers.
• Valid Massachusetts DESE Administrator License is required after first year.

Responsibilities

• Support high-quality teaching and learning in early childhood education.
• Foster a joyful, restorative school culture for all students.
• Monitor instructional quality and provide actionable feedback to teachers.

Skills

Instructional leadership

Communication

Organization

Interpersonal skills

Coaching

Education

Bachelor’s degree

Master’s degree in Education or related field

Job description

Assistant Director of Learning & School Culture

Job ID: 5700058 Application Deadline: Posted until filled Posted: May 08, 2026 12:00 AM (UTC) Starting Date: Jul 1, 2026

Job Description

The Assistant Director of Learning & School Culture, in close collaboration with the Director and other members of the campus leadership team, is responsible for supporting high-quality teaching and learning, fostering a joyful and restorative school culture, and ensuring developmentally appropriate systems and practices that support the success of all students. This role serves as both an instructional and culture leader for the Early Childhood campus, supporting teachers in creating inclusive, engaging, and academically rigorous classroom environments grounded in strong relationships, responsive practices, and student-centered learning. The Assistant Director actively supports the implementation of instructional systems, social‑emotional learning, restorative approaches, and tiered student supports while also partnering with teachers through coaching, observation, feedback, and evaluation processes. In alignment with the district’s mission and instructional vision, the Assistant Director helps cultivate a campus community where students feel safe, known, challenged, and supported, and where teachers are developed through consistent coaching and feedback focused on continuous growth.

Essential Functions

Instructional Leadership & Early Childhood Learning

• Supports the implementation of high-quality instructional practices aligned to district curriculum, instructional priorities, and early childhood best practices
• Partners with teachers to create developmentally appropriate classrooms that maximize student engagement, independence, language development, play, inquiry, and foundational skill development
• Conducts regular classroom observations, walkthroughs, and learning walks to monitor instructional quality, classroom culture, and student engagement
• Provides actionable coaching and feedback to teachers to strengthen instructional delivery, classroom management, student discourse, and social‑emotional learning practices
• Supports teachers in implementing effective classroom systems, routines, transitions, and learning environments that maximize instructional time and student success
• Supports the analysis of student learning data and collaborates with teachers and instructional teams to identify trends, instructional priorities, and intervention needs
• Contributes to the campus instructional leadership team and supports implementation of school improvement priorities
• Collaborates with district instructional leaders, coaches, and student support teams to ensure alignment between academic, behavioral, and social‑emotional supports

Culture of Safety, Belonging & Well‑Being

• Supports the development of a joyful, welcoming, and restorative school culture grounded in high expectations, strong relationships, and developmentally appropriate practices
• Develops and maintains systems, routines, and expectations that support student safety and positive behavior across classrooms and common spaces
• Supports teachers in implementing responsive classroom practices and social‑emotional learning routines that foster belonging and emotional regulation
• Collaborates with staff to create inclusive learning environments that support diverse learners and affirm student identities
• Supports campus‑wide systems related to arrival, dismissal, recess, lunch, transitions, and other shared spaces
• Partners with families proactively and responsively to build strong home‑school relationships centered on student success
• Assists in planning and facilitating school‑wide events, celebrations, family engagement opportunities, and community‑building activities
• Supports the implementation and monitoring of SEL curriculum, behavioral supports, and restorative practices across the campus

Tiered Student Support Systems

• Supports implementation of tiered systems of support (MTSS/RTI) related to academics, behavior, attendance, and social‑emotional learning
• Participates in and/or co‑leads student support meetings to identify student needs, develop intervention plans, and monitor progress
• Collaborates closely with teachers, counselors, special education staff, ESL staff, and related service providers to ensure coordinated support for students
• Supports teachers in implementing classroom‑based interventions and responsive strategies for students requiring additional support
• Assists with behavioral response systems, safety planning, documentation, and family communication when needed
• May support coordination of Section 504 processes and implementation monitoring, as applicable

Development of a High‑Performing Faculty Team

• In partnership with the Director, supervises and evaluates teachers and instructional staff in alignment with school and district expectations
• Conducts formal and informal observations and provides timely, actionable feedback focused on instructional quality, classroom culture, management, student engagement, and professional growth
• Coaches teachers to strengthen instructional practices, developmentally appropriate classroom management, and student‑centered learning environments
• Supports onboarding, mentoring, and development of new teachers and instructional staff
• Designs and/or facilitates professional development related to instructional practice, classroom culture, restorative practices, SEL, and early childhood learning
• Collaborates with the Director to identify instructional and culture priorities and develop action plans aligned to campus goals and the School Improvement Plan

Family & Community Partnership

• Builds strong relationships with families and serves as a responsive and collaborative partner in supporting student success
• Communicates proactively with families regarding student progress, behavior, attendance, and support plans
• Supports family engagement efforts that strengthen trust, partnership, and connection between home and school
• Assists families in understanding school expectations, routines, and available supports

Additional Responsibilities

• Serves as a collaborative and productive member of the campus leadership team
• Participates in leadership meetings, family events, professional development, and other school‑based activities as needed
• Additional responsibilities and tasks assigned by the Director or district leadership

Qualifications

Education & Licensure

• Bachelor’s degree required
• Master’s degree in Education, Educational Leadership, Early Childhood Education, or related field preferred
• Possess a valid Massachusetts DESE Administrator License (Principal/Assistant Principal) as a condition of employment after the first year

Experience

• Minimum of 5 years of successful experience working in a school setting, preferably in PreK‑5 or Early Childhood environments
• Demonstrated experience supporting instructional improvement, coaching teachers, and fostering positive school culture
• Experience supervising and/or evaluating educators preferred
• Strong understanding of developmentally appropriate practices, social‑emotional learning, restorative practices, and responsive classroom approaches
• Experience supporting tiered systems of support (MTSS/RTI) and collaborating with multidisciplinary teams
• Proven ability to build strong relationships with students, families, and staff

Knowledge, Skills & Competencies

• Strong instructional leadership and coaching skills
• Excellent communication, organization, and interpersonal skills
• Commitment to diversity, equity, inclusion, and culturally responsive practices
• Ability to foster collaborative relationships and manage multiple priorities effectively
• Alignment with Prospect Hill Academy Charter School’s mission, values, and educational model

Working Conditions

• Participation in occasional evening meetings, family events, leadership retreats, conferences, and professional development activities

Position Type

Full-time

Job Categories

Administration > Assistant Principal/Dean/Head

Equal Opportunity Employer

Prospect Hill Academy Charter School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, gender identity, marital/civil union status, ancestry, place of birth, age, immigration status, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.