Basic Function:
Under administrative direction, support the implementation, coordination, and continuous improvement of districtwide Learning and Credit Options programs within the broader Extended Learning system, including Virtual Scholars, online and blended learning, credit recovery and retrieval, accelerated credit completion, non-PPS online credit articulation, single-subject math acceleration, and online assessment structures connected to world language proficiency.
The Assistant Director provides instructional and program leadership to ensure students have equitable access to high-quality, standards-aligned, flexible learning opportunities that support graduation, academic advancement, and postsecondary readiness, coordinating implementation across high schools, middle grades, departments, and central office teams.
The Assistant Director also supports the Director in coordinating Talented and Gifted (TAG) Services, including identification systems, Personalized Learning Plan implementation, and compliance with Oregon Administrative Rules and Senate Bill 934, in close collaboration with school teams, families, and the Extended Learning team.
Representative Duties:
Virtual Scholars Program Leadership “E”
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Provide instructional and operational leadership for the Virtual Scholars program, including online course access, instructional systems, student support processes, staff coordination, and continuous program improvement across virtual, blended, accelerated, and credit recovery learning environments.
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Lead program structures such as instructional leadership teams, professional learning communities, continuous improvement planning, climate planning, student support systems, and family communication processes appropriate to a virtual districtwide program.
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Coordinate with school leaders, counselors, teachers, families, and central office departments to support student enrollment, course access, progress monitoring, intervention, and completion, maintaining consistent expectations for online instruction, student engagement, attendance, and communication.
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Oversee virtual program operations without assuming responsibilities specific to a comprehensive physical school building, such as building facilities management, athletics administration, or full site-based operational control.
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Within the Virtual Scholars Program, develop and maintain progress monitoring, intervention, and MTSS-aligned student support systems in alignment with district standards, collaborating with school teams to connect students with flexible, accelerated, or recovery-based pathways.
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Support educators and staff in implementing culturally responsive, accessible, and standards-aligned instructional practices in virtual and blended learning settings.
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Learning, Credit Options, and Math Acceleration Program Leadership “E”
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Lead implementation and continuous improvement of districtwide Learning and Credit Options programs, including Virtual Scholars, online and blended learning, credit recovery/retrieval, accelerated learning, single-subject math acceleration, and related student support structures.
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Implement program priorities in alignment with the Director of Extended Learning & TAG, District Continuous Improvement Plan priorities, graduation requirements, Oregon standards, and applicable district policies.
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Coordinate services across schools, grade bands, departments, and digital learning environments to ensure students have clear, timely, and equitable access to approved learning, credit, and acceleration options.
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Develop and maintain guidance, timelines, workflows, communication tools, and data systems that support consistent student identification, placement, enrollment, monitoring, transition planning, and ongoing support.
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Collaborate with school administrators, counselors, math educators, curriculum leaders, families, and central office teams to support effective implementation of learning options and accelerated math pathways.
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Use participation, engagement, completion, progression, and outcome data to monitor effectiveness, identify access disparities or operational barriers, and recommend program improvements or policy clarifications.
Talented and Gifted (TAG) Services Support "E"
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Support the Director in coordinating districtwide TAG processes, including referral-based identification aligned with Oregon Administrative Rules and Senate Bill 934.
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Assist in maintaining TAG compliance systems, including documentation, timelines, and reporting requirements across schools.
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Collaborate with school TAG Facilitators, building administrators, counselors, and families to support Personalized Education Plan (PEP) development, implementation, and monitoring.
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Support communication to families and schools about TAG services, identification status, program options, and student rights under Oregon law.
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Coordinate connections between TAG identification and related Extended Learning options, including single-subject acceleration, Virtual Scholars, and advanced coursework pathways.
Online Learning, LMS, and Digital Instructional Systems “E”
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Oversee implementation and use of student learning management systems and online instructional platforms, coordinating course organization, user access, permissions, platform workflows, and operational support with Technology, school teams, and academic departments.
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Support the development, organization, accessibility, and maintenance of online course content aligned to district and state standards.
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Collaborate with educators and instructional leaders to strengthen digital course design, online instructional practices, accessibility, student engagement, and consistency across virtual learning environments.
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Credit, Proficiency, and Online Assessment Coordination “E”
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Support districtwide systems for credit recovery, credit retrieval, accelerated credit completion, non-PPS online credit articulation, and online proficiency-based assessment in alignment with Oregon graduation requirements, district policy, and student access needs.
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Manage processes for reviewing, articulating, and evaluating non-PPS online credits to determine how external coursework transfers into PPS credit, including allowable credits, credit equivalencies, documentation requirements, and transcript implications.
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Lead districtwide coordination of 9–12 STAMP and related world language proficiency testing, including testing windows, access, implementation guidance, troubleshooting, and data/reporting in collaboration with high schools, world language staff, counselors, registrars, Technology, and other central office teams.
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Implement evolving district policy related to credit transfer, online learning, and proficiency-based opportunities, while elevating policy questions, inconsistencies, or needed clarifications.
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Use participation, completion, credit, and assessment data to monitor implementation, identify barriers, and maintain clear guidance, tools, workflows, and decision-making processes that improve student access, communication, outcomes, and ensure credit articulation and proficiency testing procedures are implemented accurately, consistently, and equitably across schools.
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Support development and implementation of proficiency-based credit recovery structures that use standards-aligned assessment tools to determine students’ existing mastery, enabling targeted credit recovery pathways focused only on unmet standards rather than full course repetition.
Supervision, Staff Support, and Program Operations “E”
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Supervise, support, coach, and evaluate assigned licensed, classified, and/or administrative staff in accordance with district expectations, collective bargaining agreements, and applicable policies.
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Coordinate staffing, schedules, program calendars, assignments, onboarding, and professional learning needs for assigned Learning and Credit Options programs.
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Support fair and equitable hiring, onboarding, staff development, and performance management processes for assigned staff.
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Manage assigned program budgets, purchasing, contracts, vendor relationships, and expenditures in accordance with district procedures.
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Perform related duties as assigned.
Cross-Functional Collaboration and Communication “E”
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Serve as a primary district contact for Learning and Credit Options implementation questions from schools, families, departments, and community partners.
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Collaborate with Extended Learning, Teaching and Learning, High Schools, Middle Grades, TAG Facilitators, Counseling, College and Career Readiness, Multilingual Learning, Special
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Education, Student Services, Technology, Research and Evaluation, and other departments to align systems and supports.
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Prepare guidance documents, FAQs, timelines, implementation tools, reports, presentations, and communication materials for schools, families, and district leaders.
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Represent the department in meetings, workgroups, school leadership forums, and district planning processes related to online learning, credit options, acceleration, and proficiency-based opportunities.
Equity-Centered Continuous Improvement “E”
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Use disaggregated data to identify disparities in access, participation, completion, acceleration, credit recovery, online learning success, and proficiency opportunities.
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Recommend and implement program improvements that remove barriers and expand equitable access to rigorous, flexible, and culturally responsive learning options.
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Engage students, families, educators, and school leaders to understand implementation challenges and improve program design and communication.
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Support the District’s racial equity and social justice commitments through inclusive program design, transparent processes, and consistent implementation across schools.
Employment Standards:
Knowledge of:
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Online and blended learning instructional models and best practices.
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Credit recovery, credit retrieval, accelerated learning, and flexible credit completion systems.
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Oregon graduation requirements and district credit policies.
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Non-PPS online course articulation, transcript implications, and credit evaluation processes.
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World language proficiency testing, including online assessment implementation and related student access considerations.
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Single-subject acceleration systems, especially in mathematics across middle and high school grade spans.
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Oregon Administrative Rules and Senate Bill 934 governing Talented and Gifted identification, services, and Personalized Learning Plan requirements.
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Learning management systems, digital instructional platforms, student information systems, and online assessment tools.
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MTSS, student engagement, intervention, and progress monitoring systems for virtual and blended learning environments.
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Standards-aligned curriculum, instruction, assessment, and grading practices.
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Equity-centered instructional leadership and culturally responsive educational practices.
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District policies, procedures, collective bargaining agreements, and public education regulations.
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Budget monitoring, program operations, vendor coordination, and cross-functional project implementation.
Ability to:
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Lead implementation of districtwide academic programs within a defined area of responsibility.
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Coordinate complex virtual, blended, online, credit-bearing, and accelerated learning systems across multiple schools and departments.
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Supervise, coach, support, and evaluate assigned staff.
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Translate district strategy and policy into clear program guidance, workflows, tools, and implementation supports.
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Analyze participation, engagement, completion, credit, assessment, and outcome data to identify trends and improve systems.
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Evaluate and articulate non-PPS online credits accurately and consistently in alignment with district policy.
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Coordinate online testing systems and districtwide implementation requirements.
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Build effective relationships with school leaders, counselors, teachers, families, students, central office staff, and community partners.
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Communicate complex credit, testing, acceleration, and online learning information clearly to diverse audiences.
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Manage multiple timelines, systems, platforms, school needs, and student-centered priorities with accuracy and responsiveness.
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Identify inequitable patterns in access or outcomes and implement practical improvements.
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Apply laws, policies, regulations, procedures, and collective bargaining agreements fairly, consistently, and compassionately.
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Use digital systems, spreadsheets, data tools, communication platforms, and learning management systems effectively.
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Exercise sound judgment, confidentiality, and discretion in sensitive student, family, staff, and program matters.
Education and Experience:
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Oregon Professional Administrator License is required.
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A minimum of three (3) years as a licensed administrator with increasing experience in PK–12 education is required. At least one (1) year of licensed administrator experience must be as a high school administrator.
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Experience leading or coordinating online, virtual, blended, credit recovery, credit retrieval, accelerated learning, or alternative learning programs is required.
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Experience with high school credit systems, transcript review, credit articulation, graduation requirements, or proficiency-based learning is strongly preferred.
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Experience coordinating academic programs across multiple schools or departments is preferred.
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Experience coordinating or supporting Talented and Gifted (TAG) identification, services, PLPs, or gifted education programs in a PK–12 setting is preferred.
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Experience with proficiency-based or competency-based learning models, mastery assessment, or standards-aligned credit recovery design is preferred. Experience working in richly diverse school communities and advancing equity-centered systems is preferred.
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Bilingual or multilingual skills are preferred.
Salary Grade: Assistant Director; $156,330 - $168,352
FLSA: Exempt
Work Year: 260 Days
Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attract talented educators who model the core PPS Educator Essentials. With the District’s focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice.
The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on perceived or actual race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; veteran’s status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service.
504 Coordinator: Katie Loewen, [email protected], 503-916-3337 x63337
ADA Coordinator: Jey Buno, [email protected], 503-916-3360
Director of Civil Rights: Dr. Bobby Cruz, [email protected], 503-839-3660
Accessibility Statement
