Emerald Academy (EA) is a free, independently-operated, K-8 college preparatory school. Emerald Academy is Knoxville’s first public charter school, and opened its doors in July 2015 to its first class of kindergartners and first graders. Reaching full enrollment in 2019-20, the school will educate approximately 550 scholars.
We are developing in our scholars the skills, habits, and values for them to graduate from high school, enroll in college, and succeed in life. Specifically, we aim to have all of our scholars reading on or above grade level by third grade, to have all of our scholars complete Algebra I in eighth grade, and to have our school rated among the top five percent of Tennessee public schools by our tenth year of operation. The faculty and staff at Emerald Academy are critical to the achievement of these goals, and each member of the staff carries responsibilities that help achieve these goals.
JOB TITLE: Director of Scholar Services
REPORTS TO: Emerald Academy’s School Director
The Director of Scholar Services is responsible for developing a robust team of leaders and teachers that supports urban scholars’ development, with the ultimate purpose of changing their academic trajectory. The Director of Scholar Services accomplishes this by equipping Deans of Scholars (DoSes) to support teachers so they collectively create a structured, consistent, and caring school culture; ensuring that EA’s special education (SPED) program is operating effectively and efficiently; and supervising EA’s school health and counseling programs to ensure that EA is caring well for scholars’ physical and emotional health. The Director of Scholar Services is responsible for ensuring EA consistently offers the highest quality of behavioral, SPED, and health-related supports to scholars and shares responsibility for the healthy operation of the school.
Provide cultural leadership
Possess an incredibly clear vision of what great school culture looks like and regularly articulate this vision to scholars and staff.
Reinforce EA’s mission with staff and inspire them to act on the mission every single day; exude urgency, excellence, and optimism; use the mission as a litmus test for school-based decisions and to provide focus when prioritizing what will have the greatest impact on scholars; instill staff with a feeling that they are contributing to something greater than themselves.
Persistently, insistently, and consistently reinforce EA’s high expectations for scholar behavior with all scholars all the time; always sweat the small stuff and never give up on a scholar.
Support the School Director in achieving EA’s ambitious goals, taking ownership for the behavioral success of all scholars and teachers and working with the School Director and Director of Curriculum and Instruction to set weekly goals/ priorities for EA classrooms.
Drive scholars’ academic outcomes by equipping DoSes to provide best-in-class classroom management coaching to teachers that demonstrably moves teacher practice and scholar outcomes. This could include modeling observation/ coaching cycles for DoSes and observing DoSes’ coaching cycles and providing feedback.
Equip DoSes to serve as the primary lever for teacher growth and development in regard to classroom management, and to continually improve the effectiveness of teachers across the school.
Equip DoSes to observe classroom management daily and to provide live, “in-the-moment” coaching to ensure teachers are managing their classrooms in a manner that facilitates academic excellence.
Engage in consistent (weekly or bi-weekly) observation/check-in cycles to provide more substantive feedback to DoSes so they can help teachers set and track progress toward individual classroom management goals.
Equip DoSes to coach teachers for consistent execution of classroom management strategies, ultimately to ensure teachers are equipped to manage scholar behaviors within the classroom setting.
Lead DoSes and teachers in analyzing scholars’ behavior-related data.
Equip the DoSes to invest scholars and parents in EA’s goals and seven Leader in Me habits.
Ensure that all scholars care deeply about their EA community, about their own academic performance, about graduating from college, and about becoming the next generation of leaders in their communities.
Ensure scholars find joy in learning and have fun.
Convey EA’s messages in one-on-one, class, and grade level venues.
Plan and execute formal professional development opportunities to advance DoS and teacher practice in regard to culture, expectations, classroom management, scholar engagement, and parent involvement.
Write, update, and maintain systems and policies for attendance, dress code, entry, breakfast, class transitions, classroom ambassadors, dining hall usage, lunch, bathroom usage, dismissal, and homework.
Work with the DoSes to ensure their consistent implementation.
Analyze trends related to attendance, behavior/discipline, homework, and class transitions and develop and lead initiatives to address challenges.
Own and administer EA’s character development program and ensure it builds and reinforces positive self-identity and the character strengths discussed in EA’s charter application.
Lead parent and family engagement activities.
Engage parents and families and maintain positive relationships with all scholars and families.
Establish protocols/ best practices to ensure that teachers communicate regularly with parents.
Refine and lead the parent on-boarding process, including meeting one-on-one and communicating regularly with new parents to introduce them to EA’s culture and priorities.
Provide SPED leadership
Work with the Director of Specialized Services and the SPED staff.
Refine systems for regularly reviewing and updating IEPs, to ensure that scholars are receiving instruction in their Least Restrictive Environments.
Understand the fidelity of intervention implementation.
Regularly review scholars’ collective progress toward achieving their IEP goals and identify strategies to (1) enhance scholar outcomes and (2) build efficiencies in EA’s SPED program.
Implement a system through which EA can seek reimbursement from insurers for SPED services provided.
Ensure that SPED teachers and teaching assistants obtain certification as Registered Behavior Technicians (RBTs).
Supervise, or arrange for the supervision of, EA’s RBTs.
In partnership with the Emerald Youth Service Bureau, establish a framework for tracking and requesting/receiving insurance reimbursement for RBT services rendered.
Provide strategic/ school leadership
Serve as a member of the school leadership team, responsible for designing, implementing, managing the execution of, and measuring the effectiveness of initiatives related to school culture, classroom and behavior management, SPED, and physical and emotional health.
Oversee EA’s counseling and school health programs; manage relationships with appropriate outside stakeholders, including mental and medical health providers as appropriate.
Lead recognition and celebration assemblies and other school-wide culture-building activities.
Represent the school with external stakeholders, including families, and work actively to ensure strong community buy-in to the school’s vision and approach to education.
Bachelor’s Degree required; Master’s degree preferred
Must hold a Tennessee Teacher License
Must hold or be willing to obtain an administrative endorsement within two years of being hired
Board Certified Behavior Analyst (BCBA) preferred
Special education experience preferred
Minimum of three years’ teaching experience in urban education; experience in a high-performing urban charter school preferred.
Commitment to Emerald Academy’s mission and high expectations.
Growth mindset: the flexibility to learn new methods and present new ideas.
Personal commitment to high expectations and the ability to inspire others to pursue the same.
Understanding of best practices in core content areas.
Experience in designing and implementing professional development.
Experience in coaching staff through modeling and support.
Experience in analyzing and leveraging data to inform practice.
Capacity to motivate and lead staff in order to maximize scholars’ outcomes.
Ability to thrive in a high-pressure environment.
Examples of high energy, a relentless drive, the belief that all kids can learn and achieve at high academic levels, and commitment to change the academic trajectory for city kids.
Excellent verbal and written communication skills with varied audiences.
Ability to organize workload independently and set and adapt priorities as needed.
Strong interpersonal skills.
Self-starter with the ability to meet deadlines and solve problems.
Respected presence and ability to maintain a professional appearance and demeanor.
Demonstrated ability to work as a team member and foster collaboration.
Proficiency in Microsoft applications.
START DATE: July 2019