Network Achievement Director (K-8) STEM

TrulyHired; Newark (NJ); On-site; USD 120,000 - 160,000; Full time

Job summary

Great Oaks Legacy Charter School is seeking a Network Achievement Director for K-8 STEM. You will lead curriculum, assessment and instructional strategies aligned with ambitious regional goals, while coaching school leaders to build capacity and improve student outcomes.

Reporting to the Managing Director of PreK-12 Academics, you will drive content vision, set performance targets, and ensure high-quality instruction across all campuses.

Qualifications

• Bachelor's degree from an accredited college or university.
• Minimum four years of teaching and leadership experience.
• Strong content knowledge in Literacy and Science of Reading is preferred.
• Excellent data analysis skills to inform instructional decisions.
• Demonstrated track record of driving academic achievement.

Responsibilities

• Set a clear K-8 STEM/Humanities content vision aligned to network goals.
• Lead curriculum, instruction, and assessment development for K-8.
• Coach and develop school leaders and priority teachers.
• Analyze student achievement data and adjust strategies weekly.
• Design and lead professional development aligned to priorities.
• Engage families and build network-wide engagement with the curriculum.
• Provide coaching support to leaders and manage content teams.

Skills

Teaching Leadership

Data analysis

Communication

Strategic planning

Coaching

Detail-oriented

Proactive

Education

Bachelor's degree

Job description

Network Achievement Director (K-8) STEM Full Description

Job description: Network Achievement Director (K-8 STEM)

At Great Oaks Legacy Charter School, Achievement Directors serve first as members of our PreK-12 Academic Team, as leaders for K-8 leaders of their discipline in the academic program. Using best practices, standards knowledge, vertical thinking, input and feedback from a wide range of stakeholders, and an equity lens for developing content, Achievement Directors develop and manage our curriculum and assessment model, with the goal of improving long-term learning for kids. In addition, Achievement Directors are responsible for increasing the instructional leadership capacity of school-based leaders (School Directors, Achievement Directors and Department Chairs) by deepening everyone's subject matter expertise and modeling and coaching the instructional power moves. Reporting to and supervised by the Managing Director of Prek-12 Academics, Achievement Directors will lead all content instructional activities and programming, setting a clear content vision aligned to ambitious and rigorous regional goals that drive student achievement. Achievement Directors served as dotted line managers for Achievement Directors.

• State and standardized tests (NJSLA) by ensuring the Elementary and Middle Schools meet or exceed network and state performance targets
• Internal assessments (i-Ready, end of unit tests, cold read quizzes, cumulative review quizzes, quarterly assessments, midterms, finals), using data to set direction, monitor progress, and adjust network-wide instructional strategy
• Academic Strategy & Vision by ensuring alignment of curriculum, instruction, assessment, and academic interventions with network goals and standards for K-8 STEM/Humanities
• Instructional Excellence & Academic Systems (including Math Tutorial for the K-8 NAD of STEM) by establishing systems for high-quality instruction and ensuring consistent, high-quality implementation across all Elementary and Middle Schools.
• Talent Development of Leaders by supporting the coaching and development of Achievement Directors through co-observations of priority teachers, observing feedback cycles and providing insight and real-time coaching.
• Data Analysis & Reporting by establishing strong systems to analyze, respond to, and act on student achievement data at every level
• Network Professional Development for teachers, by designing and leading professional learning aligned to school priorities and student data that results in observable improvements in instruction.
• Community Engagement, by establishing a network-wide vision for investing families in the learning environment and engagement with the curriculum.

CORE RESPONSIBILITIES:

Academic Strategy & Vision

• Vision setting & strategic planning: Achievement Directors at GOLCS know that to walk the path of excellence with Achievement Directors, and School Directors, they must create a clear and compelling annual content vision including a scope and sequence set grade band goals, and make decisions that allow Achievement Directors to drive the work they are best positioned to impact. As a result of this work, key stakeholders are highly invested in the shared vision and are positioned to be proactive, accountable, adaptive, and successful.
• Prioritization of time: In addition, Achievement Directors know that their role is twofold. They make time for developing a scope and sequence for the year against our network calendar, fully internalizing the curricula's materials and assessments, publishing and packaging them for leaders and teachers, developing assessments, preparing unit overviews/pacing guidance as well as being present in schools, to support priority schools and teachers.

Instructional Excellence

• Academic Systems: Achievement Directors establish and communicate clear, rigorous expectations for high-quality instruction across all Elementary and Middle Schools, ensuring alignment with network-wide priorities and academic standards. They lead the development, implementation, and continuous refinement of scopes and sequences, curriculum, instructional frameworks, tools, and systems that support effective teaching and learning. In partnership with school leaders, Achievement Directors drive consistent instructional practices, build capacity, and use data to inform decision-making and improve student outcomes

Talent Development

• Coaching Leaders: Achievement Directors prioritize developing and managing (via a dotted line) Achievement Directors in their content areas/grade band including ensuring Achievement Directors are clear about their roles and have strong impact in alignment with their school and organizational goals. As a result of this focus, those they work with stay at the organization, feel developed and supported, use their strengths daily in their role to achieve excellent outcomes.
• Content Development & ASD Cohorts: Achievement Directors at GOLCS drive themselves and others to equitable outcomes for students and teammates by building Achievement Directors' content knowledge and instructional leadership capacity by engaging in weekly/ bi-weekly ASD cohorts.. This may include walkthroughs, coaching 1:1s, observing a 1:1 coaching session, LASW protocols, leading or observing content team meetings. In addition, Achievement Directors are resident content experts who lead professional development for leaders and teachers in accordance with the Academics Team year long professional development strategy.

Drives Results & Outcomes

• Ongoing data analysis and action planning: Achievement Directors understand the value of student achievement and observation data and examine and analyze these key data points weekly including identifying trends, bright spots, and red flags to make programmatic shifts and decisions and/or alter coaching style for specific leaders. They also review and respond to assessment data by making adjustments and modifications to curriculum materials and/or by deploying coaching support to schools most in need.

Network Professional Development

• Building Teacher & Leader Capacity: Achievement Director establishes an arc of development and leads professional learning for teachers and leaders aligned to academic priorities and student data that results in observable improvements in classroom instruction. They ensure instructional strategies transfer to practice by modeling strategies, setting clear instructional expectations, and reinforcing learning through walkthroughs, coaching, and PLCs.

Community Engagement,

• Vision for Families Engagement in Learning: Achievement Directors are committed to engaging families in the joy of learning by establishing a network-wide vision for investing families in the learning environment and engagement with the curriculum.

In addition, Achievement Directors will:

• Lead / manage a vertical or horizontal function of the Teaching & Learn Team, serving as one of the following: Elementary & Middle School Lead of Humanities (K-8) or a Elementary & Middle School Lead of STEM (K-8)
• Provide coaching support to K-8 Assistant School Directors

QUALIFICATIONS:

Must-Haves:

• College degree: has a Bachelor's degree from an accredited college or university
• Teaching & Leadership Experience: has taught for a minimum of four years and has student achievement scores to speak to their effectiveness and has served as a School Director, Assistant Director/Assistant Principal, or network leader for two years or more. As a coach and leader for other leaders in our organization, the person in this role needs to have walked the walk.
• Deep content expert: stays afloat of current research in Literacy and the Science of Reading via reading and professional development and deeply knows the ins and outs of everything related to standards, assessments, and best practices within the discipline and grade band
• Strong data analysis skills: can look at an assessment and data set (including sets of student work), diagnose challenges, and immediately recommend clear next steps for instructional leaders and/or teachers.
• Proven Record: Demonstrates a consistent track record of driving academic achievement
• Detail-oriented and logistical: prioritizes the micro details as much as the vision and can take an idea from theory to practice.
• Excellent communication skills: can speak and write clearly, specifically, and cohesively about the discipline and all the nitty gritty details stakeholders will need to know in order to achieve results for students.
• Proactive and Self-Directed: Anticipates needs, identifies gaps, asks the right questions, and takes initiative to manage and execute multiple priorities simultaneously

Nice-to-Haves:

• An advanced degree (Masters or Doctorate) in Literacy, English, Curriculum and Instruction or Educational leadership
• A state issued license as a teacher, supervisor, or principal