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The Director of School Culture is a member of the school leadership team. They help transform children’s lives by creating opportunities for a brighter future. We are seeking directors who will make the commitment to teach and lead with determination, integrity and purpose, embodying these essential qualities:
• Past experiences and actions reflect a commitment to the LHA mission, vision, core values
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and students
ESSENTIAL FUNCTIONS
The Director of School Culture is an instructional and strategic leader who works to create and enhance a culture of achievement and respect where high expectations and results are the norm. Our Directors of School Culture are responsible for demonstrating significant and measurable gains, each year, with all students.
The actions of our Directors of School Culture must always be aligned with our mission, vision, core values and education program. The essential functions for our Directors of School Culture are as follows:
INSTRUCTIONAL LEADERSHIP
I. CULTURE OF ACHIEVEMENT AND RESPECT
• Collaborate with school leadership team to create and manage a safe and welcoming learning environment
• Design and implement systematic approach to managing and intervening on student discipline issues based on the LHA School Culture Guide, Scholar-Family Handbook, and Restorative Practice models
• Evaluate implementation of the LHA School Culture Guide, Scholar-Family Handbook, and Restorative Practice models at classroom and school levels
• Coordinate School-wide Town Hall Meetings and develop lesson plans to implement the SHINE program
• Coordinate positive programs for students during and after-school (example: student council, peer mediators)
• Research and implement new school culture initiatives to further develop the school culture
• Build a culture of achievement and respect with families, students and school/ network staff
• Model professionalism and the LHA Essential Qualities at all times
II. PROFESSIONAL DEVELOPMENT
• Plan and lead staff learning experiences through professional development and grade level meetings
• Observe in classrooms and provide feedback on behavior management and classroom culture
• Provide coaching and professional development on classroom management, classroom culture and Restorative Practices
• Build a collaborative culture and individual relationships with teachers, school staff, and school leadership
III. DATA ANALYSIS
• Track and report behavioral data to monitor the social-emotional development of students
• Analyze behavioral data to guide and support the creation of interventions through the Response to Intervention process
• Collaborate with school leadership team to write and monitor the school-wide Culture of Achievement Plan
OPERATIONAL LEADERSHIP
I. CULTURE OF ACHIEVEMENT AND RESPECT
• Foster strong relationships with families and collaborate with the Associate of Family and Community Partnerships on family events
• Build relationships with community organizations to form partnerships
• Consult with other professional staff, outside agencies and other organizations in order to improve school culture and climate
• Assist leadership team with staff and student recruitment, as well as staff hiring
• Collaborate with colleagues (leadership and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network.
PROFESSIONALISM
• Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in leadership and teacher improvement.
• Reflect critically upon leadership experience, identify areas for further professional development as part of a professional development plan that is linked to school and network goals, access meaningful learning experiences, and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
Fulfill all outlined and related functions professionally, timely and thoroughly.
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