Lead Diversity, Equity, And Inclusion Instructional Coach High School - 2024/2025

Lead Diversity, Equity, and Inclusion Instructional Coach at the High School - 2024/2025
Equity-Based Needs Assessment and Report
"The district's commitment to equity work is clear. Many of the recommendations have been prioritized and incorporated into the initiatives and the District Plan for Success... The measure of success of this work should be the outcomes of all students based on a variety of measurement tools..."
Qualifications:

• Must demonstrate an understanding of pedagogy and curriculum frameworks that promote equitable and inclusive educational practices.
• Has experience in leading and supervising teams and staff members effectively.
• Has knowledge of federal and state laws, rules, and policies governing curriculum and instruction standards and accountability.
• Has worked in a school system as a department head, administrator, or lead coach with an understanding of the structures and inner workings of the school system.
• Has had successful experiences in initiating, implementing, and sustaining impactful change at the school level.
• Has strong analytical skills, particularly in analyzing and reviewing student data for root causes.
• Demonstrates excellent interpersonal, communication, and collaborative skills with working with others.

Preferred Qualifications:

• Bilingual skills preferred, but not required.
• Experience in community engagement preferred, but not required.
• Experience in initiating, implementing, and sustaining impactful change - district level preferred, but not required.

Overview of the Position:
This position is responsible for the planning, implementation, and coordination of diversity, inclusion, and equity work focused at Burlington High School. The Instructional Coach will be a member of the High School and district's instructional leadership teams, working closely with the High School principal, BHS Administration, Assistant Superintendent for Learning, Instructional Coach at the middle school, and other district leaders to ensure that there are equitable systems, programs, practices, and curricula in the district - prioritizing student achievement.
The Instructional Coach of diversity, equity, and Inclusion at the High School will ensure curriculum alignment that supports the academic and personal growth of all students; highlights transferable skills, knowledge, and understandings; and includes multiple means of representation, engagement, and expression. The candidate of choice will also assist the High School principal in increasing educator capacity as well as developing and facilitating programming focused on diversity, equity, and Inclusion.
Essential Duties and Responsibilities:

• Implements the recommendations in the Equity-Based Needs Assessment and Report with the High School principal, the BHS Instructional Leadership Team (ILT), and the Assistant Superintendent of Learning, focusing on prioritizing all student impact and growth at the High School.
• Works to increase educator capacity in instruction that focuses on diversity, equity, and Inclusion.
• Reviews achievement data regularly to identify opportunity gaps for all High School students to ensure that all students have multiple entry points and access to the curriculum.
• Works closely with the middle school principal and the Instructional Coach at the middle school to ensure that there is a smooth transition for all students entering the High School and that placement of students is based on unbiased measures, reflective of student achievement and growth data points.
• Reviews the internal systems and procedures for curriculum review with the High School principal, the BHS ILT, and the Assistant Superintendent of Learning to ensure that all students have access to rigorous curriculum aligned to grade-level standards, that curriculum is free from bias, and that is representative of the student population, with a particular focus at the High School.
• Collaborates with the Director of English Language Education and BHS EL instructors to develop and implement strategies supporting teachers to meet the needs of ELs in their classes and to provide professional development needs that are tailored to multilingual students with a focus on culturally sensitive, multicultural awareness, and culturally relevant teaching, with a particular focus on SLIFE newcomer students at the High School.
• Collaborates with the Director of Special Education and the special education department head at the High School to address issues on inequities of access and student achievement at the High School. Develops and implements strategies to ensure that all instruction for special education students is challenging and accessible with a focus on student achievement and growth.
• Works in conjunction with the Assistant Superintendent of Learning and the District Instructional Team to provide professional development on MTSS, Understanding by Design (UBD), and Universal Design for Learning (UDL) to ensure that all instruction is challenging and accessible to all learners.
• Collaborates with the Instructional Coach at the middle school to ensure that internal systems are in place to monitor student data particularly any disproportionate representation of any student groups and to ensure that all students have high standards and equitable access to the curriculum and extra-curricular activities.
• Works with the Assistant Superintendent of Learning in the Mentor Induction Program to ensure that all new teachers are provided with appropriate professional development in culturally responsive practices and effective Tier I instruction to address the changing needs of all students in the district, with a particular emphasis on the High School.
• Collaborates with the Director of Mental Health and the High School principal to establish a broader understanding of the intersection between social and emotional learning, equity, and culturally responsive teaching strategies for student achievement with a particular focus on the High School advisory program to ensure greater inclusivity and social-emotional learning for all students.
• Collaborates with the High School counseling department to ensure that all students have opportunities for work-based learning opportunities, internships, or externships during their High School experience.
• Monitors the progress of High School graduates with the director of High School counseling to ensure that all students upon graduation have opportunities to enter the workforce, military, or college/university.
• Reviews the District Curriculum Accommodation Plan and works to address needs and provide relevant professional development for High School faculty and staff.
• Monitors any disproportionate representation of student groups at the High School and develops a plan with the High School principal and BHS ILT and with any particular director directly impacted (i.e., Director of Mental Health, Director of Special Education, Director of English Learner Education, etc.) to remedy the disproportionate representation in advanced placement courses, dual credit classes, academic electives, and extracurricular activities.
• Works with the Director of Human Resources and the High School principal to support the hiring, retention, and promotion of a diverse workforce.
• Using disaggregated data works with the High School administrative team to prepare actionable items and metrics to close the opportunity gaps and to reduce any discipline and attendance disparities.
• Establishes transparent protocols and a robust system for reporting, appropriately responding to, tracking, and monitoring incidents of bias and discrimination. Works with the Assistant Superintendent of Learning, the District Civil Rights Coordinator, and the High School principal to ensure the delivery of the requisite associated training for faculty and staff.
• Works with the Assistant Superintendent of Learning and the High School principal to produce, analyze, and present to the Superintendent and School Committee qualitative and quantitative data reports on progress made on the Equity-Based Needs Assessment and Report.
• Other duties as assigned by the High School administration or Central Office.

Compensation:
In accordance with the Burlington School Administrators' Association contract. This is a 12 month position.
Posting Closing:
Until Filled
Burlington's student body represents a broad range of cultures and backgrounds. Our goal is for our staff to reflect the global diversity of our student population. We welcome applications from dynamic, forward-thinking individuals who positively impact student learning and growth, are competent working in a diverse environment, and reflect the diversity of our student body.
Burlington Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy and pregnancy-related conditions, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
~ We are proud to be an Equal Opportunity Employer ~