DESCRIPTION

The Strive Partnership serves as a catalyst for working together, across sectors, and along the educational continuum, to drive better results in education, so that every child is Prepared for school, Supported inside and outside of school, Succeeds in school, Enrolls in some form of postsecondary education and Graduates and enters a career.

After three years of reporting on ten key student success indicators in the Strive footprint (Cincinnati, Newport and Covington), The Strive Partnership will rally around eight priority outcomes of student success: kindergarten readiness, 4th grade reading proficiency, 8th grade math proficiency, high school graduation rates and ACT scores, and postsecondary enrollment, retention and completion.

These eight outcomes will drive the collective work of the Strive Partnership.

To have the greatest possible impact on these goals, and the eight outcomes of student success, The Strive Partnership has prioritized the following strategies: Early Learning and Development – led by United Way of Greater Cincinnati, Linking Community Supports to Student Achievement, Teacher and Principal Excellence, and Postsecondary Success.

Collaborative efforts emerging from this work often times include an “in school” focus, and providing meaningful support to early childhood, district, and higher education partners is key.

As such, The Strive Partnership will offer a full-time, grant funded position for a Director of In School Support who will be responsible for supporting the Partnership’s emerging Teacher and Principal Excellence initiatives, as well as additional collaborative and data-informed work that involves an “in school” focus, such as classroom and school leadership and success.

Duties and Resposibilities:

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Manage strategic direction and agenda setting for, and staffing of, related cross-sector action teams working on priority strategies that are focused on improving one or more of the eight key outcomes of student success, and that involve an “in school” focus, such as classroom and school leadership and success.
• Develop and cultivate relationships with community stakeholders, including leaders in education, business, faith, nonprofit, philanthropic, and civic sectors to support the priority actions of the Partnership’s Teacher and Principal Excellence work, as well as additional collaborative and data-informed work that involves an “in school” focus.
• Support partners leading the development of priority actions, ensuring implementation is expedited through individual efforts and aligning work of relevant partners.
• Manage data collection, knowledge management, and conduct research on key issues.
• Support the implementation of a coordinated external message on educator excellence.
• Support a policy strategy for improving educator excellence as policy issues emerge.
• Staff the Teacher and Principal Excellence Strategy Team of the Strive Partnership Executive Committee, which will include scheduling meetings, setting agendas, etc.

PERFORMANCE OBJECTIVES

• Achieve concrete outcomes – focusing on student success.
• Build trust among partners and a shared sense of ownership for work.
• Meet designated timelines for implementing selected priority actions.
• Promote open and transparent communication internally coalition partners and coordinate delivery of key messages externally effectively.
• Create a culture that promotes risk taking through the use of data to inform decisions.

EDUCATION, JOB KNOWLEDGE AND EXPERIENCE REQUIREMENTS

Bachelor’s degree required with 5 or more years of relevant work experience. Classroom and school leadership experience required. Masters degree preferred. Demonstrated success in facilitating multidisciplinary or multi-organizational teams desired, particularly within a school setting. Excellent project management and organizational skills; ability to manage details and work independently; excellent written and oral communication skills and strong interpersonal skills required. Experience and/or expertise in the area of teacher education, training, and professional development preferred. Basic technology literacy required.

Physical Requirements:

Low physical effort required to sit, stand at files, bend, stoop, lift, and walk. Maximum unassisted lift = 35lbs. Requires ability to use a keyboard, monitor and calculator. Also requires the ability to communicate verbally, both in person and on the telephone.

Environmental Requirements:

Inside average office environment. Average office noise levels. No personal protective equipment required. Ambient temperature between 68 and 76F.