Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation.
Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy.
GENERAL SUMMARY:
The Regional Director of Positive Behavior Student Support Systems (PBSSS) and California Community Schools Partnership Programming (CCSPP) is committed to disrupting racialized disparities and other mechanisms of marginalization in academic, social-emotional, and behavioral outcomes through leveraging positive behavioral systems, interventions, and strategic partnerships with community-based organizations/resources. The Regional Director of PBSSS and CCSPP role provides professional development, leads implementation, and delivery of comprehensive positive behavior student support systems and CCCSP programming for our school sites such as tiered behavioral supports, attendance supports, academic interventions, restorative practices, and social-emotional programming. All of these programmatic and strategic actions are informed by an unwavering dedication to antiracism, academic achievement, and agency for all students.
In close coordination with Regional Teams and Leadership, this pivotal role actively contributes to enhancing organizational pedagogy, instructional standards, student support services, and behavioral supports aligned with the Aspire Student Learning Framework (ASLF). Additionally, it aids in advancing school transformation initiatives through the application of the Transformational Leadership Framework (TLF).
ESSENTIAL DUTIES & RESPONSIBILITIES:
Positive Behavior Support Systems
Leadership, Training, Professional Development, and Coaching:
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Lead the region in cultivating robust Positive Behavior Intervention and Support (PBIS) and Multi-Tiered Systems of Support (MTSS) frameworks by orchestrating the implementation of PBIS and MTSS Inventories, actively engaging stakeholders, delivering tailored professional developments, and providing hands-on coaching and support to educators, support staff, and administrative leaders.
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Collaborate closely with Regional Leadership to ensure seamless alignment of PBIS practices and student support services throughout the region, fostering a supportive and inclusive learning environment for all students.
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Demonstrate leadership in upholding Aspire's equity commitments by collaborating with Regional Leadership to allocate additional resources and support to Tier 1, 2, and 3 schools, with a particular emphasis on strengthening PBIS practices where needed.
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Lead collaborative efforts with regional team members to spearhead Communities of Practice dedicated to PBIS, facilitating the exchange of best practices, soliciting input, and fostering a culture of shared learning and problem-solving centered around positive behavior supports. Ensure deliberate integration of PBIS principles across all content areas to promote a positive and respectful school climate.
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Provide consistent coaching and training for school site staff members, with a strong focus on guiding Assistant Principals/Deans of Culture and similar leadership roles in effectively implementing PBIS strategies to support student behavioral needs.
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As a coach, champion region-wide coherence by integrating PBIS principles into every facet of the educational process, referencing the Aspire School Leadership Framework (ASLF), and employing approved instructional tools like pacing guides that align with PBIS strategies.
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Present in the field to support the monitoring, design, and service delivery of positive behavior supports.
Data Collection, Analysis, Monitoring, and Reporting
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Utilize comprehensive data analysis of site-level metrics across various content areas to identify region-wide goals and trends in PBIS implementation. Collaborate with Regional Leadership to co-design region-wide action plans aimed at addressing identified gaps and fostering a cohesive approach to PBIS priorities and initiatives.
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Lead the development of data systems to monitor the effectiveness of student support service intervention tools and programs, aligned with regional, school, and state progress monitoring systems
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Identify regional and school progress monitoring systems, including frequency and tools, to achieve targets.
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Participate in regional and school progress monitoring, analyze data, and adjust strategies and supports accordingly.
Community School Director Support:
Professional development
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Plan and facilitate the Community School Directors Communities of Practice.
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In collaboration with other regional leaders, build out and oversee the professional development strategy for the region’s Community School Directors, with a specific focus on equity, diversity, inclusion, behavioral interventions, social-emotional learning, and MTSS.
Compliance and monitoring
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Collaborate with Community School Directors to complete and progress monitor school site implementation plans.
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Collaborate with the School Leadership Team as well as Aspire Public Schools’ regional and home office staff to track programming progress and evaluate the effectiveness of activities.
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Create the process for Community School Directors to establish and develop Community Schools Advisory Committees.
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Monitor the legislative updates to the California Community Schools Partnership Program (CCSPP) grant at the state level, and course corrections informed by a continuous improvement and school community engagement processes.
Resource mapping
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Assist Community School Directors in identifying, cultivating, and formalizing partnerships with community-based organizations and government agencies in the community that enrich the school environment and will provide services for children and families (e.g., mental health, afterschool, summer camps, arts, sports, health/dental, adult programs, mentoring, etc.).
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Provide Community School Directors with resources to facilitate the communication between and among the various community school stakeholders (students, families, school administration, teachers, student support staff, and community partners) to ensure open and transparent communication and information-sharing in order to support collaborative decision-making.
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Provide Community School Directors resources to support attendance interventions and initiatives including partnering with external organizations to minimize barriers to attendance.
Additional:
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Demonstrate knowledge of, and support, the Aspire Public Schools mission, vision, value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behaviorÂ
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Actively seeks to improve and simplify Aspire’s approach to particular job functions
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Comfortable with utilization of technology in a remote environment
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Perform other related duties as required and assigned.
QUALIFICATIONS:
Required knowledge, skills & abilities:
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Expertise in applicable grade-level Common Core State Standards Instructional leadership and teaching experience: proven results in student learning as both an instructional leader and a teacher
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Knowledge of “Collaborative for Academic, Social, and Emotional Learning” (CASEL) and SEL curricula including implementation and progress monitoring
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Ability to lead and implement concepts related to MTSS structures, PBIS, student support services, and behavioral supports.
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Knowledge of teacher and leader development frameworks (specifically, the ASLF and TLF) and ability to co-develop aligned content and systems.
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Command of the instruction-assessment cycle, and ability to apply this knowledge to develop a cohesive Curriculum, Instruction, and Assessment program
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Ability to design and launch data-driven systems for standards, curriculum, instruction, and assessments
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Ability to coach others and improve their practice
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Exceptional ability to bridge and enhance cooperative working relationships
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Ability to manage projects including development, implementation and evaluation
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Ability to communicate proactively, effectively and provide and act on feedback
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Strong problem analysis and problem resolution skills using an inquiry framework
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Proven leadership skills with the ability to contribute to a team
Understands and applies an equity centered lens in problem solving
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Minimum educational level:
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Bachelor’s degree required, with relevant degree and/or content expertise; Master’s degree preferred
Experience required:
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5+ years as a teacher, school counselor (or related field), or school administrator, with demonstrated results in the designated content are
Salary range for years of experience in the role: $111,380 - $142,980
Work authorization requirements:
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Clear the Department of Justice background screening
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Authorized to work in the United States
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Provide health (TB) clearance (must renew every four years)