Manager, Safety and Belonging (Elementary School Support)

District of Columbia Public Schools; Washington (District of Columbia); On-site; USD 90,000 - 120,000; Full time

Job summary

District of Columbia Public Schools seeks a Manager, Safety and Belonging (Elementary School Support) to lead whole-child initiatives, analyze data, and coach school leaders toward safe, supportive, high-performing environments.

You will drive professional learning, collaborate across divisions, and ensure alignment with DCPS power practices and CSP goals to strengthen learning conditions for all students.

Qualifications

• Bachelor's degree in education or related field.
• Experience leading large-scale school improvement efforts.
• Strong understanding of MTSS and whole-child approaches.
• Commitment to equity and student success.
• Excellent communication and collaboration with diverse stakeholders.

Responsibilities

• Collaborates with school leaders to analyze data and strengthen whole-child practices.
• Leverages MTSS Panorama data to identify targeted support areas.
• Provides professional learning through coaching and sessions.
• Champions Safety and Belonging to inspire district staff to maximize DCPS Power Practices.
• Partner with cluster staff to build district-wide transformation efforts.

Skills

Leadership

Data analysis

Project management

Communication

Education expertise

Equity focus

Strategic thinking

Mentoring

Education

Bachelor's degree in education or related field

Tools

Excel

PowerPoint

MTSS Panorama

Job description

Job Title: Manager, Safety and Belonging (Elementary School Support)

Office: Office of School Improvement and Supports

The mission of theOfficeofSchool Improvement and Supports (OSIS) is to ensure we support our schools and our students to succeed and to meet the Goals of our Strategic Plan. TheOfficeworks to dramatically accelerate the number of excellent schools through school transformation, including design, partnerships, Connected Schools, and Comprehensive School Planning (CSP). TheOfficedevelops, aligns, and delivers high-qualitysupportsto ensure students, particularly students furthest away from opportunity, are in school, able to engage in rigorous learning, and have a joyous educational environment. TheOfficeensures our schools have excellent leaders, educators, and staff who are prepared to meet the diverse needs of the young people we serve.

Divisions/Teams

School Improvement

School Performance:Promotes data-driven decision-making through a cycle of continuous improvement to develop, implement, andmonitorthe comprehensive school plan designed to move schools toward a consistent standard of excellence.

Design:Designsinnovative school models that transform learning for our students furthest from opportunity and supports District workstreams to be more grounded in community voice by anchoring in data, community engagement and understanding, and elevating and integrating student voice.

Connected Schools:Supports schools in implementing the DCPS Connected Schools Model. Connected Schools take a whole child, whole school, whole community approach by making schools spaces that support not only a student’s academic development, but also the student and family’s overall wellbeing through access to resources related to health, employment, housing, and more.

Student Supports

School Mental Health:Ensures that students' behavioral and social-emotional needs are met to increase access to the curriculum,strengthenemotional regulationandprosocial skills, and respond to school communities in times of crisis.

Student Placement:Ensuresevery student thatrequiresa change in school assignment based on housing status,military transition,communityreleaseor other specialcircumstancereceives aplacement that considers their unique needsfor school success.

Student Health Services:Ensuresaccess to preventative and coordinatedservices forall students to supporthealth and wellness,appropriate careofstudents with chronic healthconditionsandpreventabsenteeism due to health-relatedfactors.

Learning and Development Sciences

Learningand Development Sciences Division(LDS)is charged with supporting the district’sStrategic Plan goals on Safety and Belonging. Grounded inthe latestscienceof learning and developmentandpowered by lived experiences, the district’s approach is a long-term vision thatincorporates criticalsystemshifts,codifies the most effective evidence-based practices,and supports individual schools to implementsystemsand practices that create favorable conditions for learning.

Multi-TieredSystemsof Support(MTSS):DCPS’s approach to tieredsupportsis grounded in a commitment to serving the whole child. The MTSS team supports schools to understand student and staff strengths and needsholistically andsupports their implementation of aligned evidence-based best practices across academics, social-emotional learning, attendance, and behavior.

IMPACT: IMPACT isDCPS’effectiveness assessmentsystemforallschool-based staff.IMPACT endeavorsforallschool-staff memberstoreceivetimelyandaccuratefeedbackon their performanceand to have that performance recognized and rewarded.Theultimate goalof IMPACT isto ensure thatall students,at all schools,have access toahighestquality staffmembersacross all roles.

IMPACT Operations:The teamcoordinatesacross DCPS to develop guidance forindividual components that reflect DCPS’ priorities, manages external vendors for the accurate and timely production ofscores for various components, manages a helpline where all staff canreach out with questions about their evaluation, supports managers to ensure all evaluations are conducted with fidelity, and produces data analysis tosupport the mission of other teams across DCPS.

IMPACTAlign:This team develops tools to ensure all teacher evaluators have what they need to apply DCPS’ classroom observation rubric accurately and consistently; produces resources and guidance designed tobuild fluency intheobservation rubricamong teachers;supports principal and instructional superintendentalignment with respect toDCPS’ school leader evaluation rubric; and collaborates with teams across DCPS to ensure all supported rubrics continue to provide a clear language of effectiveness that supports the mission of IMPACT.

IMPACT Design:This team gathers and responds to feedback from DCPS leadership,staffandother central services teams. This teamuses this feedback to considerpossibleadjustmentstoIMPACTto ensure the evaluationsystemremainsaccurateand aligned to DCPS priorities. The team also liaises with other states, districts, education groups, and researchers to learn from the best practices and lessons learned in the field of staff and school leader evaluation.

The Manager, Safety and Belonging (Elementary School Support) will work to directly support schools in implementing systems and practices aligned with our whole child, Safety and Belonging goals, by:

• Leveraging the science of learning and development to maximize the effectiveness of educators to support students in reaching their full potential
• Observing, supporting, and offering feedback to school leaders and staff about the implementation of systems and practices aligned with our whole child, Safety and Belonging goals using DCPS values, tools, and resources
• Leading professional learning opportunities ranging from all-staff sessions to individual coaching and support
• Serving as a champion for Safety and Belonging in order to inspire and activate school and district staff to maximize the potential of DCPS's Power Practices

Position Overview

The mission of theOfficeofSchool Improvement and Supports (OSIS) is to ensure we support our schools and our students to succeed and to meet the Goals of our Strategic Plan. TheOfficeworks to dramatically accelerate the number of excellent schools through school transformation, including design, partnerships, Connected Schools, and Comprehensive School Planning (CSP). TheOfficedevelops, aligns, and delivers high-qualitysupportsto ensure students, particularly students furthest away from opportunity, are in school, able to engage in rigorous learning, and have a joyous educational environment. TheOfficeensures our schools have excellent leaders, educators, and staff who are prepared to meet the diverse needs of the young people we serve.

Divisions/Teams

School Improvement

• School Performance:Promotes data-driven decision-making through a cycle of continuous improvement to develop, implement, andmonitorthe comprehensive school plan designed to move schools toward a consistent standard of excellence.

• Design:Designsinnovative school models that transform learning for our students furthest from opportunity and supports District workstreams to be more grounded in community voice by anchoring in data, community engagement and understanding, and elevating and integrating student voice.

• Connected Schools:Supports schools in implementing the DCPS Connected Schools Model. Connected Schools take a whole child, whole school, whole community approach by making schools spaces that support not only a student’s academic development, but also the student and family’s overall wellbeing through access to resources related to health, employment, housing, and more.

Student Supports

• School Mental Health:Ensures that students' behavioral and social-emotional needs are met to increase access to the curriculum,strengthenemotional regulationandprosocial skills, and respond to school communities in times of crisis.

• Student Placement:Ensuresevery student thatrequiresa change in school assignment based on housing status,military transition,communityreleaseor other specialcircumstancereceives aplacement that considers their unique needsfor school success.

• Student Health Services:Ensuresaccess to preventative and coordinatedservices forall students to supporthealth and wellness,appropriate careofstudents with chronic healthconditionsandpreventabsenteeism due to health-relatedfactors.

Learning and Development Sciences

• Learningand Development Sciences Division(LDS)is charged with supporting the district’sStrategic Plan goals on Safety and Belonging. Grounded inthe latestscienceof learning and developmentandpowered by lived experiences, the district’s approach is a long-term vision thatincorporates criticalsystemshifts,codifies the most effective evidence-based practices,and supports individual schools to implementsystemsand practices that create favorable conditions for learning.

• Multi-TieredSystemsof Support(MTSS):DCPS’s approach to tieredsupportsis grounded in a commitment to serving the whole child. The MTSS team supports schools to understand student and staff strengths and needsholistically andsupports their implementation of aligned evidence-based best practices across academics, social-emotional learning, attendance, and behavior.

IMPACT: IMPACT isDCPS’effectiveness assessmentsystemforallschool-based staff.IMPACT endeavorsforallschool-staff memberstoreceivetimelyandaccuratefeedbackon their performanceand to have that performance recognized and rewarded.Theultimate goalof IMPACT isto ensure thatall students,at all schools,have access toahighestquality staffmembersacross all roles.

• IMPACT Operations:The teamcoordinatesacross DCPS to develop guidance forindividual components that reflect DCPS’ priorities, manages external vendors for the accurate and timely production ofscores for various components, manages a helpline where all staff canreach out with questions about their evaluation, supports managers to ensure all evaluations are conducted with fidelity, and produces data analysis tosupport the mission of other teams across DCPS.

• IMPACT Align:This team develops tools to ensure all teacher evaluators have what they need to apply DCPS’ classroom observation rubric accurately and consistently; produces resources and guidance designed tobuild fluency intheobservation rubricamong teachers;supports principal and instructional superintendentalignment with respect toDCPS’ school leader evaluation rubric; and collaborates with teams across DCPS to ensure all supported rubrics continue to provide a clear language of effectiveness that supports the mission of IMPACT.

• IMPACT Design:This team gathers and responds to feedback from DCPS leadership,staffandother central services teams. This teamuses this feedback to considerpossibleadjustmentstoIMPACTto ensure the evaluationsystemremainsaccurateand aligned to DCPS priorities. The team also liaises with other states, districts, education groups, and researchers to learn from the best practices and lessons learned in the field of staff and school leader evaluation.

The Manager, Safety and Belonging (Elementary School Support) will work to directly support schools in implementing systems and practices aligned with our whole child, Safety and Belonging goals, by:

• Leveraging the science of learning and development to maximize the effectiveness of educators to support students in reaching their full potential
• Observing, supporting, and offering feedback to school leaders and staff about the implementation of systems and practices aligned with our whole child, Safety and Belonging goals using DCPS values, tools, and resources
• Leading professional learning opportunities ranging from all-staff sessions to individual coaching and support
• Serving as a champion for Safety and Belonging in order to inspire and activate school and district staff to maximize the potential of DCPS's Power Practices

This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Traffic record check (as applicable).

The Manager, Safety and Belonging (Elementary School Support) will report to the Director, Safety and Belonging.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Collaborates with school leaders to analyze social, emotional, and academic data and strengthen whole-child, anti-racist practices.
• Leverages DCPS’s MTSS Panorama data systems to identify targeted areas for deeper support.
• Proactively communicates with cluster superintendent, district staff, and school leaders to identify and strengthen school-wide systems in connection with Comprehensive School Plan goals.
• Partners with other members of the Cluster Support Teams to provide professional learning opportunities for district and school staff.
• Consulting with the DCPS Safety and Belonging Team and cross-office divisions to track implementation progress, share lessons learned, and elevate the perspectives of school staff to inform continuous improvement of DCPS Safety and Belonging tools, resources, and priorities.
• Builds and maintains strong, trusting relationships with district staff and school leaders to learn what they most need and maximize full potential of support.
• Ensures an approach that supports the needs of the whole child, and integrates academic, social emotional, behavioral, health, and college and career readiness.
• Manages, coaches, and develops Restorative Practice Specialists to effectively support schools in reducing suspensions through proactive and responsive practices.

Qualifications

• Bachelor's degree and four to six years of related work experience. Master's degree preferred.

• Background in education, social work, science of learning and development as a practitioner. School or district leadership experience preferred.

• Previous exposure to or experience in the education sector a plus.
• Ability to adapt to change, remain flexible, and thrive in fast-paced, rapidly evolving environments.
• Strong organizational and project management skills with attention to detail.
• Commitment to continuous learning and improvement in service of student success.
• School or district leadership experience is preferred.
• Experience leading complex, large scale transformation efforts in a school or system.
• Ability to build relationships and leverage them to create momentum for major change efforts.
• Experience inspiring external and internal champions to transfer the charge of change efforts.
• Reflective practitioner with experience working to guide and/or coach the learning of organizational leaders.
• Results-orientation, coupled with a strong work ethic.
• Strong educational technology, Excel and PowerPoint skills preferred.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [e-mail].