Overview:
ADMINISTRATOR
Administrator-School Climate
School Climate
Administrator Band 4
Exempt
Yes
Monday-Friday (occasional evenings and weekends) Position is eligible for hybrid telework workweek.
Provides coordination at the district and school level in the implementation of K-12 social, emotional, and behavioral programs and practices. Collects and analyzes all available data for progress monitoring of disciplinary, school climate, and other data sets. Directly supports and coordinates the efforts of district staff to improve student outcomes and improve school climates. Supports and coordinates the vision of central services leaders in promoting positive classroom environments and advances social, emotional, and behavioral practices throughout the district. Coordinates professional learning, vendors and departmental programs including the evaluation of their efficacy.
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Comprehensive knowledge of applicable federal, state, and local regulations, policies, and educational statues including but not limited to budgeting and fiscal requirements;
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Considerable knowledge and understanding of multi-tiered system of supports (MTSS);
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Considerable knowledge of evidence-based social, emotional, and behavioral interventions;
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Considerable knowledge of Microsoft Office, specifically, Microsoft Word, Excel, Power Point; Google Apps;
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Critical thinking and problem solving skills;
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Effective human relationships to function as a team members within department and at school sites;
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Ability to evaluate programs to ensure implementation fidelity;
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Ability to work effectively without close supervision;
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Ability to organize and coordinate a variety of responsibilities efficiently accurately, and within guidelines including management of deadlines;
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Ability to compile and analyze data within a database management system;
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Ability to design and deliver professional learning to meet the needs of various stakeholders.
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Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
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Ability to establish and maintain effective working relationships with school system staff, external agencies, attorneys, parents, and the public.
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Bachelor’s degree in General Education, Special Education, School Administration, Curriculum
Instructional Specialist, School Counselor, School Social Worker or School Psychologist or a directly related field from an accredited university;
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Demonstrated successful teaching or training experience;
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Five years of experience in a K-12 public school setting or behavioral health setting.
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Hold or be able to hold a North Carolina Professional Educator’s license in General Education,
Special Education, School Administration, Curriculum Instructional Specialist, School Counselor, School Social Worker or School Psychologist or a directly related field;
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Must hold and maintain a valid motor vehicle operator’s license according to the State of NC’s requirements.
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Proven experience leading effective teams.
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Builds staff capacity through coaching, delivering professional development and monitoring implementation.
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Engages in needs assessments and reporting data analysis of district and school level academic and behavioral data.
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Collaborates with other divisions and participates in cross functional teams and projects to foster organizational alignment and commitment to system wide goals.
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Assists in activities to seek, secure, develop, implement, and administer grants, contracts, and other supplemental resources that support Behavioral Health Support Services annual operating costs.
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Attends professional meetings, workshops, and conferences to keep abreast of intervention related strategies.
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Coordinates professional learning, school support meetings, and other district activities.
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Supports district goals related to reduction of disproportionality in discipline and other data sets.
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Contributes to a high functioning team by demonstrating self-awareness, self-management, social awareness, relationship skills and responsible decision-making.
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Provides onsite support and problem-solving for individual students, classes, and schools.
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Coaches staff and school teams in the development and implementation of multi-tiered SEL/behavior plans and continuum of supports.
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Performs other related duties, as assigned.
This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, copiers, and scanners. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. This work requires driving automatic equipment. Travel is required to central office and multiple school sites.
EFFECTIVE DATE: 10/2025
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.
