This position is on a 260 day, work year calendar.

In collaboration with the Student Services Division leadership team and designated supervisor, provide innovative leadership for the District's Advanced Learning department; facilitate the implementation of complex district and state regulations and procedures for Highly Capable and Advanced Learning services within the District; oversee the budget and maintain fiscal responsibility for the Advanced Learning department, and offer consultation on legal and compliance matters.

This leadership role will work closely with Department, central office, and school leaders to monitor the effective implementation of the Multi-Tiered System of Support (MTSS), ensuring equitable access to high-quality education for all students in Seattle Public Schools (SPS).

The Director of Advanced Learning is responsible for the overall structure of identification, recruitment, referral, and eligibility processes and the delivery of a range of services for students who show potential for or currently exceed state standards, K-12. This position coordinates and evaluates support for HC and AL services, including providing guidance on various delivery models at the school level, adapting district-adopted curriculum to unique learning needs, removing systemic barriers to Highly Capable services for historically underserved populations, and working with other departments to ensure suitable and accessible services to highly capable and advanced students served in Special Education Twice Exceptional (2e) and English Language Learner programs (ELLs). This position acts as a liaison between school leadership and Central office support teams to ensure and sustain family and stakeholder engagement while ensuring timely completion of state reporting and compliance monitoring.

The Director of Advanced Learning upholds district policies, procedures, beliefs, and values by guiding and overseeing school-based services for students eligible for Highly Capable and Advanced Learning services. This involves working with school administrators, central staff, and multiple departments to ensure a coordinated approach to student services, adult professional development, and supporting school operations. This role reviews student outcome data, engages with community stakeholders and families, and collaborates with building leaders to ensure the delivery of basic education, as defined by Washington State law, to all students eligible for Highly Capable Services across all Seattle schools.

This position works alongside other departments to promote barrier-free learning environments, as outlined in Board policy #0030, trains and supports staff toward high-quality tiered instruction, and prioritizes the academic, social, emotional, and behavioral needs of all students demonstrating potential and performance above standard learning.

Most critically, the Director of Advanced Learning is responsible for researching, designing, implementing, and monitoring effective teaching and learning practices, including delivering professional learning to ensure consistency in high-quality instructional programming and services that help students meet and exceed their potential.

15% - Compliance, State Law, and District Plan

• Develop, monitor implementation, support and evaluate the curriculum and service delivery model for a continuum of appropriate services, K-12; Oversees processes and systems for identification, including the recruitment and outreach to underserved students and low income students per Washington State law.
• Develops, communicates, and implements the plans and documentation for the district’s Highly Capable and Advanced Learning program required by the state and district.

• Assists buildings in the design of modified instruction, timely review and response to student data to establish a multi- tiered system of supports for students with potential and who currently perform above standard (MTSS); Works to assist schools in assessment practices appropriate to gifted and highly capable learners to ensure delivery of appropriate services and monitoring measurable growth of individual learners.
• Engages with partner departments, including ELL and Special Education, to ensure coordinated monitoring, support and delivery of appropriate services for students across special populations; specifically students identified as Highly Capable and served with IEPs (2e or Twice-exceptional), and those identified and eligible for English Language Learner services (Dual qualified).
• Works in partnership with other departments to support and train on design and delivery of appropriate and effective service delivery models, examples include: flexible grouping, pacing adjustments, curriculum compacting, acceleration, grade skipping, modification of outcomes, project-based learning, etc. as determined by student need, school capacity and desired outcomes.
• Assists building staff with identifying best instructional practices and obtaining needed instructional materials; provides technical assistance for curriculum development; Support schools, educational leaders, and teachers in implementing best practices for highly capable and advanced learning students including: professional development, meetings, classroom observation, an other practices. Ensure appropriate professional opportunities for teachers to provide quality programming for students.

• Works with school leaders and other Central department staff to implement appropriate 'whole child' Multi-Tiered System of Support (MTSS) practices at the school and classroom levels; Supports schools in developing systems of teacher collaboration and use of data to inform and adjust advance instruction; Guides and supports schools in implementing decision-making toward tiered supports for academic/social/emotional/behavioral needs of students, including those receiving highly capable services;
• Work with school leaders to build school-level systems and professional learning opportunities designed to monitor and adjust to the 'whole child' needs of a Highly Capable and Advanced learner including needs of students who demonstrate giftedness in one area (single domain), asynchronous development and/or other characteristics that may impact a child's ability to perform at his or her potential.

• Resources building staff with information on current evidence-based practices befitting gifted students, students with Twice Exceptional needs (2e), and English language Learners (ELLs); Supports and consults with building leaders, in implementing school systems resulting in growth outcomes for highly capable and advanced learning students including (but not limited to):
• planning and delivering data-driven professional development, establishment of data-driven teacher collaboration opportunities, assistance with instructional supervision and coaching, aligning resources to advanced learning needs, designing varied and flexible instructional delivery models supporting appropriate advancement and acceleration opportunities for learners, etc.

• Designs, updates and implements the departmental communication plan that provides timely, accurate and engaging written and in-person information to school leaders and families; oversees and monitors Central staff in the delivery of timely, accurate, and satisfactory customer care actions (phone, email) to families; responds sensitively and responsively to escalations; monitors and improves Advanced Learning website communication; partners with the District Customer Service department and Ombudsperson to ensure high quality customer service and proactive engagement with families of children receiving  Highly Capable and Advanced Learning Services.

• Completes and submits annual OSPI report of active highly capable services and advanced learning programs; ensures compliance with required testing services; Oversees accurate data systems and concurrent reporting procedures, provides clear expectations and guidance to Central staff responsible for practices surrounding Identification, Testing, Eligibility and Outreach to underserved populations and low income populations.
• Designs, coordinates and seeks opportunities to improve testing processes; Annually recruits, trains and oversees the Multi-disciplinary Selection (MSC) Teams in making eligibility decisions in compliance with state law; Communicates and activates system to receive and respond to appeals.

• Recruits, trains, supports, supervises and retains high quality Central certificated specialist staff; Works with Central staff and other stakeholders to identify department goals, establish assigned roles and responsibilities, and utilize metrics for analysis of departmental and school level improvement to services;
• Develops and annually updates departmental manual of procedures and services: Operations, school support practices, access, use and interpretation of data and assessment, roles and responsibilities ensuring consistent, informed and effective operations; Communication and implementation procedures for Identification and Referral (spring), Testing (fall), and Eligibility (Winter) work throughout the department.
• Designs and delivers induction/ongoing training for Central specialist staff including training in District data portals, MTSS essential practices, Curriculum and instruction essential practices for AL/HC learning, and Race/Equity training including training on recognizing systemic racism and personal implicit bias.

• Reviews outcome data for all students, especially those identified for highly capable services, to ensure appropriate and effective delivery of instruction; Trains and guides Central and building staff in use of data to drive instructional planning and decision making toward growth outcomes for students to meet their potential.

• Attend or participates in all required staff and committee meetings and other activities deemed necessary by the District, and District leadership.
• Represent the District on potentially sensitive or controversial matters related to Advanced Learning and Highly Capable services.
• May perform related duties as assigned consistent with the scope and intent of the position. For example, maintaining the overall structure of the identification, recruitment, referral, and eligibility processes as well as the delivery of a continuum of services for students demonstrating the potential for and who currently demonstrate performance above state standard K-12
• Coordinates and evaluates support for HC and AL services including but not limited to providing guidance to varied models of delivery at the school level, modification of district adopted curriculum to suit unique learning needs, removal of systemic and process barriers to Highly Capable services for historically under-served populations, and work in partnership with other departments to ensure appropriate and accessible services to highly capable and advanced services for special populations of students served in Special Education Twice Exceptional (2e) and in English Language Learner programs (ELLs).
• This position serves as a liaison between school leadership and Central office support teams to ensure and sustain family and stakeholder engagement. This position ensures timely, required state reporting and compliance monitoring is completed.
• Uphold district policies, procedures, beliefs and values while guiding and monitoring school-based services to the students eligible for Highly Capable and Advanced Learning services by working with school administrators, central staff, and in coordination within and across multiple departments to ensure a coordinated and supported approach to student services, adult professional learning and oversees the underlying and complex operations in support of school needs. This position reviews student outcome data, engages with community stakeholders and families and works with building leaders to monitor and ensure delivery of 'basic' education, as defined by Washington State law, to all students identified as eligible to receive Highly Capable Services across all Seattle schools.
• This position works alongside other departments to uphold and promote, train and supports staff toward high quality tiered instruction and prioritizes the whole child needs (academic, social, emotional and behavioral) of all students demonstrating potential and performance for above standard learning
• Research, design, implement and monitor effective teaching and learning practices including the engagement and delivery of professional learning to ensure consistency of high-quality instructional programming and services that result in students meeting and exceeding potential
• This position works alongside other departments to uphold and promote, train and supports staff toward high quality tiered instruction and prioritizes the whole child needs (academic, social, emotional and behavioral) of all students demonstrating potential and performance for above standard learning.
• Research, design, implement and monitor effective teaching and learning practices including the engagement and delivery of professional learning to ensure consistency of high-quality instructional programming and services that result in students meeting and exceeding potential.

• Sees ahead clearly and accurately anticipates how potential ideas may play out.  
• Thinks holistically by combining ideas in unique ways or making connection between different ideas.  
• Examines and evaluates potential solutions to determine where the greatest gain can be achieved.  
• Creates new ways of thinking to address complex issues. 

• Gives people assignments that help to develop their abilities.  
• Work collaboratively with Supervisor and direct reports to understand and support meaningful performance objectives.  
• Meets regularly with direct reports to review developmental progress.  
• Recognizes and reinforces developmental efforts and improvement.

• Lets people know where they stand and faces up to people problems quickly, directly and respectfully.  
• Responds constructively to challenging situations or people even under stress.  
• Does not hold back on anything that needs be said or done in a productive and constructive way. 

• Assigns work to others, adapting to the responsibilities, motivation and interest of each individual.  
• Clearly communicates responsibilities including decision making authority, required actions and deadlines.  
• Provides appropriate support based on direction set by supervisor. 
• Encourages two-way dialog to ensure success. 

• Creates high performance environment where others pull together to get things done.  
• Promotes collaboration and removes obstacles to teamwork.  
• Celebrates successes and rewards team achievements. 
•  Monitors and evaluates team successes and challenges while providing productive feedback.

• Is seen as a team player who encourages efficient and effective collaborations. 
• Works skillfully in difficult situations with both internal and external groups. 
• Represents his/her own interests while being open-minded to other groups. 
• Builds respectful and productive relationships internally and externally. 

• Demonstrates a strong sense of urgency about solving problems and getting work done. 
• Focuses on achieving the goal even in the face of obstacles. 
• Assumes responsibility for starting and finishing work with minimal supervision. 
• Strives for new levels of performance. 

• Weighs the consequences of options before making a decision. 
• Applies appropriate criteria to situations for the purpose of making decisions. 
• Displays self-confidence in own judgment. 
• Focuses in the facts and solutions instead of opinions and problems. 

• Deals with people and situations in an honest and forthright manner. 
• Represents information and data accurately and completely. 
• Represents the confidentiality of information and concerns shared by others. 
• Takes ownership if a mistake is their own and does not blame others. 

• Takes responsibility and action as if the risks (financial or otherwise) are his or her own. 
• Holds individuals and team accountable for their actions and results. 
• Initiates action even if outcome is uncertain and is willing to accept the consequences of failure.  
• Aligns own activities and priorities to meet broader organizational needs. 
• Demonstrates courage and confidence in his or her own ability.  

• Continuum of characteristics of giftedness and unique learning needs of Highly Capable and Advanced services;
• Evidence-based classroom and systemic practices and exceptionally gifted students (performing above and well above standard)
• School-based delivery models for varied, responsive and individualized instruction for students who qualify or show potential for highly capable services;
• Role of Aptitude and achievement test measures in eligibility processes; interpretation of some measures
• Current research, emerging trends, and results-oriented practices for the development of quality programs and the delivery of effective services across K-12 schools that ensure barrier free access for all learners with advanced potential
• Evidence-based practices resulting in delivery of appropriate Specially Designed Instruction (SDI) for Twice Exceptional (2e) Learners served with an Individualized Education Plan (IEP); Social/Emotional/Behavioral needs of 2e learners and methods for planning and providing supports to ensure high engagement and addressing unique needs of these students.
• Identification and delivery of services strategies for English Language Learners including methods for recognizing potential for highly capable services across varied cultures.
• Washington State Law including the definition of 'Basic Education' for students identified as Highly Capable
• National trends and practices potentially or successfully addressing disproportionality and under-representation of students of color in highly capable services.

• Evidence-based practices resulting in delivery of appropriate Specially Designed Instruction (SDI) for Twice Exceptional (2e) Learners served with an Individualized Education Plan (IEP); Social/Emotional/Behavioral needs of 2e learners and methods for planning and providing supports to ensure high engagement and addressing unique needs of these students.
• Identification and delivery of services strategies for English Language Learners including methods for recognizing potential for highly capable services across varied cultures.
• Washington State Law including the definition of 'Basic Education' for students identified as Highly Capable
• National trends and practices potentially or successfully addressing disproportionality and under-representation of students of color in highly capable services.

• Collaborate with others, provide shared leadership and direction aligned to district strategic plan
• Establish positive relationships and work effectively with department staff, central office staff, principals, parents, and community partners
• Monitor and track program effectiveness data, student performance data, compliance data per state standards
• Coordinate projects and prioritize work streams to accomplish multiple activities simultaneously
• Effectively partner with others to engage diverse communities

EXPERIENCE/EDUCATION:
Master’s degree in Educational Leadership, Three (3) years teaching in elementary grade, three (3) years experience as an elementary building leader. Experience developing and managing systems and projects.  

 A typical way to obtain the knowledge and abilities would be:
 Minimum of 3 (three) years building level leadership experience (Principal, Assistant Principal); three to five (3-5) years teaching and/or leading highly capable services; experience designing and leading central office Highly Capable services preferred; District level leadership in Student Support Services and/or highly capable services preferred; Master's degree in Gifted Education, Curriculum and instruction, Educational Leadership or closely related field; or an equivalent of education and experience.
 
Any equivalent combination of education, experience and training that provides the relevant knowledge, skills and abilities to perform the work will be considered.

CERTIFICATIONS & LICENSES:
 Current Washington State Administrators Certificate or evidence of ability to obtain a Washington State Certificate before starting in this job.
 Valid Washington State driver' license or evidence of equivalent mobility.
 Endorsements in Gifted Education, preferred and/or experiential equivalent preferred.

CLEARANCES:
 Criminal Justice fingerprint and background check