Who We Are

The Providence Public School District (PPSD) serves approximately 24,000 students attending our 41 schools. PPSD employs more than 3,200 professionals who work in and provide support to our schools, which include 22 elementary schools, 7 middle schools, 10 high schools, and 2 public district charter schools. Of our employees, approximately 2,000 are educators, and more than 600 others directly support students and families in our schools.

The Opportunity

This role is an exciting opportunity to serve as a school leader among a diverse and dynamic district team committed to the audacious task of transforming public education in Providence. The district is in the process of a game-changing transformation led by the State Turnaround Superintendent, in coordination with the Rhode Island Department of Education and with the support of the larger Providence community.

The Dual Language Program Design Fellow is designed to prepare an extraordinary aspiring school leader for the urgent and challenging work of creating a new innovative school program and becoming a school leader of that program. Reporting to the Deputy Superintendent of Learning, the Design Fellow will work to ensure students’ access to a rigorous, high-quality school model that will provide them with the confidence to succeed academically and continue on to strong postsecondary education opportunities.

This leader will be given increased autonomy and the opportunity to innovate. Ultimately, the leader will be responsible for leading the success of a trail-blazing dual language program and demonstrating the impact of effective innovation. The fellow will focus on leveraging research and data to drive initiatives and instruction to ensure student-centered learning, equity, and student achievement. Once the program launches, the fellow will build a thriving school climate that supports the whole student, and develop and lead a high-performing staff to achieve the program’s vision and goals. Working collaboratively with the Principal and Network leaders, this fellow will bring together stakeholders and lead reimagined community partnerships to together demonstrate what is possible in Providence.

To succeed in this role, the school design fellow must have a strong background in Multilingual Learner pedagogy and research based practice, must have extensive experience working as a Bilingual/ Dual language educator and/ or supporting Bilingual/ Dual Language programs and services. They must possess the belief that nurturing and developing students as multicultural, multilingual, and multiliterate citizens leads to long-term benefits that outweigh monolingual program models.

Responsibilities

Prior to September 2021

• Lead a robust stakeholder engagement process to learn from the community and define priorities for the program
• Study high-performing school/program models to identify strategies for strategic adaptation and effective application in Providence that reflects a strong understanding of Multilingual/ multicultural education and of the needs of the 21 Century – in terms of college, career, and civic engagement
• Design an academic model and build instructional systems that embody the belief that every student, regardless of background or academic level, can excel academically, and graduate prepared for strong post-secondary options
• Craft a program-wide instructional and educational plan that demonstrates a sense of ambition and urgency to achieve dramatic gains in learning
• Cultivate and define effective external partnership between school program and outside organization with strategic phases with clarity of collaboration structures, roles, desired outcomes, and timeline of phases
• Build training and onboarding plan for staff that fosters a shared, relentless drive and determination to achieve extraordinary things
• Undertake a wide range of planning activities to launch a new program in September 2021, ranging from talent selection, student enrollment, all school-based systems, policies, expectations; coordinated planning with district and school-based leaders

As of September 2021

• Establish a high quality, challenging, engaging and joyful student learning experience that effectively meets the needs of diverse learners
• Supervise faculty and staff, including recruitment, coaching, evaluation, retention, and dismissal, and hold primary responsibility for professional development, staff observations, curriculum development, staff communication, and program decisions
• Build and maintain and thriving adult culture and high functioning team
• Manage all core daily functions of the program including, but not limited to, budget, operations, talent, curricula
• Align program resources and prioritize activities to achieve maximum results based on vision, priorities, and goals
• Skillfully operationalize the innovative program – relentlessly problem-solve and strive for excellence
• Communicate regularly with all stakeholders and fuel investment in the strategic program vision and expectations
• Analyze and use quantitative and qualitative data regularly to inform decisions, assess progress to goals and adjust action plans accordingly
• Coordinate planning of calendar and space usage with broader school
• Ensure equitable learning experience and access for all students – especially students with IEPs and English Language Learners
• Ensure the innovative program is positioned to scale successfully over time: codify all core systems and learnings to ensure the program is positioned to grow and/or replicate

Qualifications

Skills and Competencies

The ideal candidate will bring a combination of a proven track record within a middle school leadership role coupled with the entrepreneurial orientation essential for leading the startup of a highly innovative, academically rigorous urban high school. This leader will demonstrate:

• Big picture thinking and the ability to motivate a collaborative team of adults who feel jointly responsible for the attainment of school goals and commitment to achieving excellence
• Excellent bilingual communication skills, both oral and written in English and Spanish
• Deep familiarity with pedagogy, instructional methods, and dual-language program design
• Strong knowledge of strategic planning, operations, school culture, effective family and community involvement strategies, and partnerships
• Entrepreneurial, innovative leader who demonstrates strength and creativity in the face of adversity, out-of-the-box thinking, and adaptive problem-solving skills
• Ability to use English Language Proficiency Standards and the Spanish Language Development Standards in conjunction with CCSS to support the development of academic proficiency for Multilingual Learners
• Commitment and track record to effectively pursuing equity: demonstrated cultural competency and the ability to effectively lead across lines of difference in identity (by gender, class, race, etc.); able to confidently articulate and hold explicit beliefs and values around equity for/with the community (i.e. “We stand for…”)
• Exceptional strategic, analytical, and critical thinking skills
• Strong interpersonal skills – can connect and build trust with a range of stakeholders including parents, students, staff
• Strong organizational skills, careful attention to detail, and follow-through
• Personal qualities of grit, determination, and resilience; ability to be a quick learner and adapt to new context quickly

Expectations of all PPSD staff include (but are not limited to)

• Acts with a sense of purpose grounded in the strong belief that all students can learn to high levels and thrive when given the opportunity.
• Respects and values the diversity of our entire district community—students, families, educators, and staff.
• Committed to fostering positive, supportive, and equitable learning and working environments for all students and staff.
• Participates in and seeks out professional growth opportunities and engages with colleagues to continuously improve work practices and culture.
• Sets a positive example by acting with honesty, empathy, and integrity.

Education and Experience

The ideal candidate will have:

• At least 3 years of high school teaching experience and at least 2 years in a school leadership position with demonstrated evidence or driving strong results as a school leader; urban school setting experience preferred
• Bachelor’s degree required; Masters degree preferred
• Rhode Island Department of Education Certification Building Administrator K-12, or ability to ascertain a certification by September 2021.
• Bilingual/ Dual Language Certification required

Position type and location

Full-time position in Providence, Rhode Island