Description

JOB SUMMARY
The Assistant Director of Racial and Educational Justice (REJ) & Whole Child Multi-Tiered Systems of Support (MTSS) is a district-level leadership position responsible for leading and coordinating equitable, inclusive, and student-centered systems across Preschool–12th grade within the Northshore School District. This role provides strategic leadership for Whole Child MTSS through the aligned implementation of Universal Design for Learning (UDL), Social Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), restorative practices, and culturally responsive and identity-affirming systems through the lens of Racial and Educational Justice. The position supports districtwide implementation and leads continuous improvement efforts that ensure each and every student experiences belonging, access, engagement, agency, and success academically, behaviorally, socially, and emotionally.

 
ESSENTIAL FUNCTIONS
This list of essential functions is not exhaustive and may be supplemented as necessary in consultation with the employee(s) involved.

1. Assist the Executive Director of Organizational Change and Student Advancement in refining and expanding the District’s REJ and MTSS work through ongoing integration with the District’s Strategic Plan.
2. Provide districtwide leadership, coordination, and implementation support for Whole Child MTSS systems across academic, behavioral, social-emotional, and belonging-focused domains across our P-22 settings.
3. Lead and support aligned district strategies, practices, and supports related to UDL, SEL, PBIS, restorative practices, culturally responsive and identity-affirming practices, and student-centered and justice-driven systems transformation through the lens of REJ and within Whole Child MTSS.
4. Support forward progress on the district’s Whole Child MTSS Implementation Plan and aligned practices across schools and departments.
5. Lead districtwide efforts to strengthen inclusive, universally designed, Tier I systems and equitable access to grade-level, standards-based instruction for each and every student.
6. Supervise and support the P-5 UDL TOSA and the Secondary UDL TOSA to ensure aligned and comprehensive P-22 implementation of UDL and inclusive instructional practices.
7. Supervise and support the SBIRT Specialist and the Mental Health Specialists as part of Whole Child MTSS service delivery and Tier 3 supports.
8. Oversee and support REJ School Teams through mentoring, guidance, professional learning, collaborative inquiry, and implementation support.
9. Design and facilitate professional learning focused on Whole Child MTSS, UDL, SEL, PBIS, restorative practices, culturally responsive teaching, and racial and educational justice for educators, administrators, and district leaders.
10. Facilitate collaborative inquiry and continuous improvement processes focused on equitable student outcomes, instructional systems, school climate, belonging, and student success.
11. Support schools and departments in creating aligned systems of intervention, engagement, and student support that strengthen inclusive learning environments and integrated support models.
12. Collaborate with Teaching and Learning, Student Services, Special Education, Multilingual Learner Services, Counseling, Mental Health, and other district departments to ensure coherence across curriculum, instruction, intervention, behavioral systems, and student support systems.
13. Facilitate collaborative analysis of qualitative and quantitative data to monitor implementation, identify inequities, inform systems improvement efforts, and support equitable student outcomes.
14. Support implementation of culturally sustaining and identity-affirming instructional practices, including district Ethnic Studies implementation efforts, as they align with universally designed Tier 1 teaching and learning.
15. Develop and implement systems and structures that embed authentic student, family, and community voice, partnership, and co-design in district and school initiatives.
16. Support the Student Justice Collective and lead planning and coordination for the annual Student Justice Conference and related student leadership opportunities.
17. Support schools in developing learning environments that increase student belonging, engagement, agency, and success so that each student can thrive.
18. Monitor and support implementation fidelity and systems coherence across district initiatives related to Whole Child MTSS, REJ, UDL, SEL, and PBIS.
19. Maintain strong collaborative relationships with school leaders, district staff, students, families, and community organizations to strengthen justice-driven and inclusive school systems.
20. Stay current on research and best practices related to UDL, inclusive practices, MTSS, SEL, PBIS, restorative practices, implementation science, culturally responsive teaching, Ethnic Studies, student-centered and justice-driven leadership, Washington State laws, Board policies, and district procedures.
21. Manage and update the REJ Department webpage, REJ Staff Toolbox, and MTSS Staff Toolbox.
22. Perform related duties consistent with the job description and employee assignment.

REPORTING RELATIONSHIP

• Reports to the Executive Director of Organizational Change and Student Advancement.
• Supervises the P-5 UDL TOSA and the Secondary UDL TOSA.
• Supervises SBIRT Coordinator.
• Supervises Mental Health Specialists.

WORKING CONDITIONS
Required to facilitate groups and communicate effectively; required to meet inflexible deadlines; requires concentration, commitment, and perseverance; requires both leading and learning; occasionally required to deal with distraught or frustrated people; occasionally required to work flexible and irregular hours to complete tasks; required to operate a motor vehicle and travel between sites.

Affiliation: Non-Represented Administrator (NNRAP-AD)

Salary Level: Level D

Contract: 260 days per year/8 hours per day

FLSA: Exempt

Requirements

MINIMUM QUALIFICATIONS
Education and Experience

• Valid Washington State Administrator Certification required.
• Bachelor’s Degree obtained; Master’s Degree desirable.
• Minimum five years of successful educational leadership, instructional leadership, or systems leadership experience.
• Experience and/or training related to racial and educational justice, Whole Child MTSS, UDL, SEL, and/or PBIS preferred.

Allowable Substitution

Alternative combinations of education, experience, and training will be evaluated by the Human Resources Office for comparability. 

Knowledge, Skills, and Abilities

• Demonstrated expertise in REJ, Whole Child MTSS, UDL, SEL, PBIS, justice-driven instructional systems, and inclusionary practices
• Experience leading districtwide or school-based implementation efforts related to MTSS, SEL, PBIS, restorative practices, culturally responsive teaching, Ethnic Studies, and/or racial and educational justice initiatives
• Experience supporting diverse student learners, including students across intersectional identities (ie: including race, ethnicity, creed, religion, color, national origin, sexual orientation, gender expression, gender identity, homelessness, immigration and citizenship status, the presence of any sensory, mental, or physical disabilities, neurodivergence, and the use of a trained dog guide or service animal by a person with a disability)
• Deep understanding of instructional systems, systems change, implementation science, racial and educational justice, and Whole Child Multi-Tiered Systems of Support
• Knowledge of adult learning theory and demonstrated ability to design and facilitate engaging, responsive, and job-embedded professional learning experiences for educators and leaders
• Demonstrated ability to lead collaborative inquiry, continuous improvement processes, and equitable systems transformation efforts
• Strong communication, collaboration, facilitation, coaching, and interpersonal relationship-building skills
• Experience supervising staff and facilitating cross-functional teams and collaborative leadership structures
• Ability to analyze and use multiple sources of data to support systems improvement, implementation monitoring, equitable student outcomes, and data-based decision making
• Demonstrated ability to work collaboratively across departments, teams, schools, and community partnerships
• Commitment to advancing the district’s Strategic Plan, REJ Framework, and Whole Child MTSS vision

Licenses/Special Requirements

Valid Washington State driver’s license; valid Washington State Administrator Certificate.