Darrell Clarke and Bill Hite Correspondence

8/20/2019 Darrell Clarke and Bill Hite Correspondence

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ITY

OF PI IILADELPI IIA

CITY COUNCIL

DARRELL L CLARKE

PRESIDENT

ROOM 494

CITY HALL

Philadelphia PA 19107

215) 686-2070

Fax

No

.

215) 563-3162

COUNCILMAN

- 5TH DISTRICT

August 6, 2015

Dr. William R Hite, Jr.

Superintendent

The School District

of

Philadelphia

440 N. Broad Street

Philadelphia

P

19130

Dear Dr. Hite:

O

FFI

C E O F

THE PRE

S

I E

N T

In a recent edition of the Philadelphia Daily News, it was brought to my attention that you have

filled six senior level positions at the

School District

of

Philadelphia. I am writing to request that

you provide Council with detailed information concerning these positions, including a

job

description and the manner in which these individuals will contribute to life

in

the classroom.

Let

me

be clear about my concern with this announcement. As you may recall, during City

Council's consideration

of

the Mayor ' s proposed fiscal year 2016 operating and capital budgets,

you testified that you were seeking additional funding that would go directly to classroom

support, including providing additional teachers to reduce class size and restoring counselors and

nurse/health technicians. It is on the basis

of

your testimony that Council approved

approximately 100 million in additional funding for the School District 's upcoming academic

year.

Given this background, I think it is important to understand

how

the hiring of these six individuals

will enhance the educational experience of Philadelphia' s children. In the same vein, as you

know

, 25 million

of

the additional funding for the School District will become available only

upon Council's enactment of a transfer ordinance. At the conclusion of Council ' s deliberations

this past June, an appropriate bill authorizing the transfer was introduced, which Council will

consider this fall. Before doing so, however, it will be essential that Council have a clear

understanding of the School District' s educational focus and financial spending plan at that time.


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I look forward to your response o this inquiry.

Sincerely

Darrell

L Clarke

President

City Council


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THE SCHOOL DISTRICT OF PHILADELPHIA

OFFICE OF THE SUPERINTENDENT

440 NORTH BROAD STREET, SUITE 301

PHILADELPHIA, PENNSYLVANIA 19130

WILLIAM R. HITE, JR., Ed.D. TELEPHONE (215) 400-4100

SUPERINTENDENT FAX (215) 400-4104

August 17, 2015

VIA EMAIL AND U.S. MAIL

Honorable Darrell L. Clarke President, City Council of Philadelphia Room 494, City Hall Philadelphia, PA 19107

Dear Council President Clarke:

I am writing in response to your letter of August 6, 2015, which we received last week. Iappreciate your continued attention to and focus on the School District of Philadelphia, andwelcome the opportunity to further describe our work in service of students and schools.

This response is organized into three sections: (1) an overview of the restructuring we pursued this summer to provide increased support to schools; (2) information about our fillingcritical vacancies, including those referenced in the Daily News article your letter cites; and (3) areview of our FY16 budget testimony and plan for investment.

1. Restructuring to better support schools

We recognize that, right now, children’s access to opportunity is based far too much onwhere they live; that geography too often is destiny. Equity, which we define as all childrenhaving a great school close to where they live, is a pillar of our Action Plan. We know that for usto achieve our equity mission – i.e., to have great schools in every neighborhood – we need to provide consistent, close, and responsive support to every school in every neighborhood.

Providing this support requires us to adapt and modify our structure and our ways ofoperating. For example, we are expanding the number and types of Learning Networks (ourgroupings of schools overseen by Assistant Superintendents, who are principal supervisors) forthe 2015-16 school year. The purpose of the Learning Network expansion is to increase oursupport to principals and schools, and to ensure more focused, frequent, and effectivecollaboration among similar schools.


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Honorable Darrell L. Clarke

August 17, 2015Page 2

Under our old structure, one Assistant Superintendent was supporting dozens of schoolswith a wide range of structures, from alternative education to turnaround to special admission to

neighborhood catchment. Under our new structure, this same Assistant Superintendent will beable to focus his or her support on a more targeted group of neighborhood schools.

Third-party research previously shared with City Council – the ERS report titled “SDPExpenditure Trends, May 2015” that was enclosed with my June 1, 2015 letter to you –highlighted the need for this restructuring. On slide 8 (a copy of which is enclosed), ERS notedthat the average “case load” for an Assistant Superintendent at the School District ofPhiladelphia (28.3 schools) was almost 10 schools higher than the median case load for our peerschool districts.

The driving purpose of our expanding the number and types of Learning Networks –

which was built into our Fiscal Year 2015-16 (FY16) baseline budget – is to increase our supportto principals and schools, and to ensure more focused, frequent, and effective collaborationamong similar schools. We want to ensure that each school can get the support it needs to be agreat school. Specifics about each Learning Network (including goal, size, and leader) areincluded in the attached document.

I also made several changes within my leadership team to better align skills with areas ofneed, and to increase the participation of school-facing team members in decision-making andsenior leadership. A listing of all of these changes is also included in the attached document.

2. Filling critical vacancies

We know that talent is the key to making our schools great. One of our Action Plan priorities is to make sure we have the right roles and team members to support students andschools.

In an organization of the School District’s size, with over 17,000 full-time positions,vacancies arise and need to be filled on an ongoing basis. Over the summer, we are filling over800 school-based vacancies – including teachers, principals, and other school-based staff – andhave also filled some key central office vacancies.1 (We continue to work to fill remainingschool-based and central office vacancies.)

The central office vacancies we filled included the specific positions you inquired about:two Assistant Superintendent positions; the Deputy Chief of Academic Enrichment; theExecutive Director of the Charter Schools Office; a Director of Advocacy and ExternalEngagement; and an Executive Director of Operations.

" Like all new hires, the hires made this summer will be voted on by the School Reform Commission, which each

month considers and votes on a public resolution that includes new hires and terminations.


5/45



As indicated in the enclosed job descriptions for these positions, each role providesessential support for students, schools, and/or our overall organizational mission. Some of the

roles – namely, the Assistant Superintendent positions and the Executive Director of the CharterSchools Office – involve direct supervision of schools, including District-run, contractor-operated, or charter-run schools. The Deputy Chief for Academic Enrichment is charged withleading our efforts to provide academic enrichment and extracurricular opportunities forstudents, and his portfolio includes gifted education, world languages, music, art, theater, dance,health and physical education, and athletics. The Director of Advocacy and External Engagementhelps to lead our local and state government relations activity, strategic advocacy, andcommunity and stakeholder engagement. The Executive Director of Operations has oversight foroperations, maintenance, alterations, and improvements of the School District’s hundreds offacilities.

These were critical vacancies to fill, and I am confident that each of these colleagues willhave a positive impact on our support for schools and the learning opportunities we provide forstudents. We would welcome the opportunity to introduce you and other City Council membersto these new colleagues.

I wanted to bring two more staffing points to your attention. First, as is standard practicefor employers, when the School District hires a current employee into a new position, theemployee may see an increase in compensation due to the new position having increasedresponsibilities and/or an additional workload (and, conversely, a reduction in compensation ifhired into a position with fewer responsibilities). For example, salaries would increase for a building engineer appointed to be a supervisor; a principal appointed to be an Assistant

Superintendent; and a teacher or an Observation Feedback Coach appointed to be a CurriculumSpecialist.

We have made several salary changes during the past few months, almost all of whichwere the result of current employees moving to new positions with significantly increasedresponsibilities and workload demands that pay a higher salary. Most of the increases were offset by personnel cost reductions, such as the elimination of vacant positions, attrition of employees,etc., or other offsetting cost reductions. Even with these changes, we continue to operate at anextremely low administrative cost. Only approximately 3% of our operating budget goes toadministrative costs, which is significantly lower both than our peer school districts and than prior School District spending levels.

Second, under rare and exceptional circumstances, we occasionally make one-time payments to employees. This could happen, for example, when an employee takes on significantadditional responsibilities during a discrete period of time.

Last year, when one of our Learning Networks had a vacant Assistant Superintendent position for the entire year, two of our Assistant Superintendents stepped up and took on an extraload, and we compensated them for the additional work. To ensure that the schools in the


6/45



Learning Network with the vacancy received support and attention, these two AssistantSuperintendents each took on supervision of half of the schools in the Learning Network with the

vacancy, in addition to covering their own Learning Networks.

This was an extraordinary amount of work: the two Assistant Superintendents weredirectly responsible for 43 and 44 schools, respectively, and they received additional one-timecompensation of $10,000 each in recognition of their significantly expanded duties. I should notethat the salary for an Assistant Superintendent is $145,000; by not filling the role over the courseof the year and instead making $20,000 in one-time payments, our costs were $125,000 less thanthey would have been had we filled the role.

3. Review of our FY16 budget testimony and plan for investment

Finally, I wanted to review my F16 budget testimony to City Council and the SchoolDistrict’s plan for investing additional resources in service of student learning.

As first set forth in the materials we provided to City Council in advance of our budgethearing (enclosed is the deck from my briefing with you and your staff), the approximately$264M in additional funding we requested from the state and the city for FY16 was intended toclose our projected shortfall (then estimated at approximately $84.7M) and support $180M innew investments.

As I testified in City Council, and also outlined in the pre-hearing briefings, the vastmajority of the $180M in new investments (approximately 74%) would be used for school-based

allocations, implementing school-specific plans developed by principals and their teams; 15%would support focused investments in our turn-around schools and schools serving at-riskstudents; 8% would be used for school facility improvements; and 3% would be used for staffdevelopment.

We remain very thankful for the $70M in additional funding approved by City Council(including the $25M that is the subject of the pending transfer ordinance). That funding enabledus to address our structural budget gap, preserve our current level of services (including fillingthe vacancies noted above), and avoid having to make any further reductions. Without a state budget having been approved, we do no not yet know what resources will be available forinvestment in our schools, including by increasing staffing levels and program offerings at

schools.

We remain optimistic that the Governor and legislature will come to agreement on a state budget that reflects the high priority citizens across Pennsylvania place on public education andtheir schools. We have been clear with all parties about our support for a state budget that provide significant additional education funding to Philadelphia and to school districts acrossPennsylvania, and appreciate your advocacy on this topic.


7/45



Please let me know if we can provide additional information and thank you for yourongoing support of our students and schools.

Sincerely,

William R. Hite, Jr., Ed.D.

Enclosures


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Principals and teachers are experiencing less direct

support both within schools and from the district office

1.8

1.0 1.1

2.2

0.80.9

0.1

0.8 1.0

0.3

School-based FTE per principal

FY11 per principal FY14 per principal

Source: SDP FY11 and FY14 Expenditures, ERS analysis

28.3 27.826.3

23.4

19.1 19.0 18.417.0

13.012.1 11.6

10.2

Principals per area superintendent

Key in-school positions have been

reduced by 20-90% since FY11With high case loads, area superintendents

largely focus on compliance

Median = 18

principals per are

superintende


20/45

School Year 2015-16

The School District of Philadelphia

1


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The number and types of school networks is increasin

for SY2015-16.

SY2014-15

• 242 schools and

programs

• 8 Learning Networks

– Geographically-based,

comprising all school

types

• 7 Assistant

Superintendents (+ 1

vacancy)

SY2015-16

• 242 schools andprograms

• 13 Learning Networks – 9 feeder-pattern based

– 4 specialized networks

• 13 Assistant

Superintendents – NOTE: 112 schools have

the same AssistantSuperintendent as inSY2014-15

2


22/45

SY2015-16 Learning Networks

•9 Neighborhood Networks

•Turnaround Network

•Opportunity Network

•

Innovation Network•Autonomy Network

3


23/45

9 Neighborhood Networks

• Feeder-pattern based schools

• GOAL = improve the performance of all neighborhood schools

• 175 schools

– 124 schools are in the same network as in SY2014-15

• 9 Assistant Superintendents

– Deb Carrera, Sean Conley, John Tupponce, Sonya Harrison,Karen Kolsky, Dion Betts, Racquel Jones, Jeff Rhodes, RandiKlein-Davila

• Interim Chief Neighborhood Networks Officer

– Karen Kolsky

4


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Turnaround Network

• Schools in greatest need of dramatic, immediate

improvement

• GOALS = design and begin to implement the SDP turnaround

approach; promote greater collaboration among all

turnaround operators in the city

• 12 schools – the current Promise Academies

• 1 Assistant Superintendent

– Eric Becoats

5


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Opportunity Network

• Alternative education schools

•GOALS = increase the quality of District-run and contractedalternative schools; create collaborative, citywide strategy

and services to meet the needs of at-risk students; improve

oversight of contract providers

• 10 District-run schools and programs, 14 contracted schools

or programs, and the Office of Alternative Education


– Christina Grant

6


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Innovation Network

• Schools with unique learning models

• GOALS = pilot evidence-based, innovative school models;

promote the scaling of innovative practices to meet the needs

of more students; build the foundation of our future system

• 7 schools and the Office of New School Models


– Chris Lehmann

7


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Autonomy Network

• Schools whose performance allows for lighter touch oversight

and support

• GOAL = create and begin to implement the SDP autonomy

model

• 24 schools


– Cheryl Logan

8


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Other staffing changesNew Executives

• Frederick McDowell – Deputy Chief Academic Supports Officer

• Natasha Smith – Deputy Chief of Specialized Services

• Jack Perry – Deputy Chief of Academic Enrichment

• James Harris – Executive Director of Operations

• DawnLynne Kacer – Executive Director, Charter Schools Office

• Zachary Epps – Director, Office of Advocacy and External Engagement

New Roles / Responsibilities

• Naomi Wyatt – Chief of Staff

• Fran Burns – COO & Executive Sponsor for Finance

• Karyn Lynch – Chief of Student Support Services, taking on responsibility for Office of Parent and FamilyEngagement

• Cheryl Logan – Assistant Superintendent Autonomy Network & Executive Sponsor for Academics

• Sophie Bryan – Chief External Relations Officer (Communication and Advocacy/External Engagement Offices)

• Jura Chung – Chief District Performance Officer

• Jody Greenblatt – Deputy, Climate and Safety• Evelyn Sample-Oates – Executive Director, Office of Advocacy and External Engagement

Interim / Acting Appointments

• Karen Kolsky – Acting Chief Neighborhood Networks Officer

• Wayne Grasela – Acting Deputy COO

• Amy Virus – Acting Senior VP Food Services

• Kendra-Lee Rosati – Acting Chief Talent Officer


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School District of Philadelphia

Title: Assistant Superintendent – Neighborhood NetworkDepartment: Schools

Reports To: Chief Schools Officer

For forward-thinking administrators and educators, opportunities abound in The School District ofPhiladelphia. The School District of Philadelphia (SDP) is committed to transforming theeducation opportunities it offers the city’s 200,000 school-aged children. The District seeks

proven instructional leaders with outstanding interpersonal skills who have a passion for working

with schools, principals and communities and who are committed to ensuring all studentsachieve. Serving a population as diverse as ours requires creativity, commitment and vision.Will you join us?

Job Summary

Quality school leadership contributes significantly to student achievement. The School District ofPhiladelphia’s Assistant Superintendents’ primary function is to support principals’ growth asinstructional leaders. Consistent with the District’s bold Action Plan 3.0., each AssistantSuperintendent – Neighborhood Network provides direct management and support to 15-20principals of traditional neighborhood schools and neighborhood schools participating in theDistrict’s School Redesign Initiative. Assistant Superintendents promote high-quality instructionalpractices; provide instructional leadership direction; and coach, mentor and support principals togrow their leadership skills. The work of Assistant Superintendents is an integral part of theclassroom-by-classroom, school-by-school effort to reform instruction and increase studentachievement in every school. Assistant Superintendents are responsible for helping to recruit,

select and assign principals; supporting differentiated professional growth; and building theleadership capacity of the District. Additionally, the ability to collect, analyze and use multiplesources of data to guide continuous improvement of schools is an important function of this job. Assistant Superintendents also assess school climate and assist principals with the developmentof school improvement plans.

Essential Functions

Instructional Leadership and Talent Management• Promotes the District’s high-performing school practices and ensures the consistent

implementation of the practices across all schools • Guides and develops principals to provide learning environments that enable every student

to achieve• Formulates, plans and implements coaching and professional growth practices with assigned

principals; observes principal practices, provides feedback and works as the primary coachand supervisor to increase assigned principals’ instructional leadership capacities

• Supports principals to assess the core competencies that teachers need to implementcurriculum, deliver instruction and improve their teaching practices

• Creates professional learning communities to provide peer feedback, promote innovativethinking and collaborative learning among assigned principals; models effective teamworkand collaboration


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• Coordinates and ensures the successful integration of evidence-based strategies to supportthe growth and success of all District schools and to scale good ideas

• Helps to recruit, select and assign principals to appropriate schools• Functions as a qualified observer of teachers and principals• Develops effective working relationships with principals and school stakeholders

Systems-Level Leadership• Provides leadership as a member of a collaborative team to ensure that school-level

curriculum and instruction initiatives are aligned with District priorities• Ensures the deployment of resources and intervention approaches to appropriately,

efficiently and effectively address challenges• Ensures the implementation of strategies to meet the District’s performance targets and

continuous improvement plans.• Responds to constituents’ concerns and serves as the liaison to schools, central offices and

community groups on matters related to instruction and school leadership• Ensures that all functions and activities are executed in compliance with District policies and

professional standards and local, state and federal laws.• Communicates clearly with principals, parents and the community about District priorities,

school performance and student achievement• Uses executive judgment to solve problems and manage crises

Minimum Requirements

• Master’s degree from an accredited college or university in education, educationaladministration or a related field.AND

• Seven years of full-time, paid, educational experience, at least three of which have been in a

school-based administrative or supervisory capacity OR any combination of prior experiencedeemed appropriate by The Office of Talent.

Knowledge, Skills and Abilities• Demonstrated knowledge of:

! Urban education and driving improvement in student achievement!

! Using quantitative and qualitative information in an instructional setting to drivedecision-making and evaluation.

o Using systems level information to review, create and monitor school improvementprograms and strategies

! Strong strategic planning, executive leadership and organizational skills.

• Demonstrated ability to: ! Coach and manage others to drive student achievement gains.! Work collaboratively to build consensus while also delivering exceptional results.! Inspire, manage and collaborate with a wide variety of stakeholders at all levels.! Collaborate and build relationships with internal and external stakeholders.! Be flexible, resilient and adaptable to changing priorities.! Commit to high performance standards and maintain an unwavering belief that all

students can excel.! Communicate effectively, both orally and in writing.

Certificates/Licenses

• Valid Commonwealth of Pennsylvania Superintendent’s Letter of Eligibility.


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Disclaimer

The above statements are intended to describe the general nature and level of work being

performed by people assigned to this classification. They are not to be construed as an

exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

HR Use OnlyTitle Code 0223

Salary Grade 4035

Bargaining Unit Non-Represented

Date of Establishment /10

Date of Last Revision 2/14

Analyst JAG


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Title: Assistant Superintendent – Opportunity NetworkDepartment: Schools

Reports To: Chief Schools Officer

For forward-thinking administrators and educators, opportunities abound in The School District ofPhiladelphia. The School District of Philadelphia (SDP) is committed to transforming theeducation opportunities it offers the city’s 200,000 school-aged children. The District seeks

proven instructional leaders with outstanding interpersonal skills who have a passion for working

with schools, principals and communities and who are committed to ensuring all studentsachieve, particularly those in alternative education settings. Serving a population as diverse asours requires creativity, commitment and vision. Will you join us?

Job Summary

The School District of Philadelphia’s Assistant Superintendent for the Opportunity Network setsthe vision, direction, and strategic plan for alternative settings designed for students who are atrisk of, or already, disconnected from school. Consistent with the District’s bold Action Plan 3.0,the Assistant Superintendent – Opportunity Network will identify, refine and design creativepathways to ensure opportunity youth graduate from high school. The Assistant Superintendent – Opportunity Network is responsible for the implementation and progress monitoring of allalternative programs and also oversees support for both District-run and contract-providedservices. The Assistant Superintendent – Opportunity Network leads routine, comprehensivereviews of services to at-risk and opportunity youth to inform strategy development. Additionally,the Assistant Superintendent – Opportunity Network will manage a network of citywide providers

of behavioral health supports to ensure the District is providing comprehensive supports toopportunity youth. The Assistant Superintendent – Opportunity Network leads the classroom-by-classroom, program-by-program, school-by-school effort to reform instruction and significantlyimprove student achievement in alternative education settings. Included in this work is both thedirect oversight of District-run accelerated and multiple pathways sites, and the on-goingmonitoring of and annual decision-making around the District’s contracts with alternativeeducation services providers.

Quality school leadership contributes significantly to student achievement. In addition to theoverall vision-setting and strategic planning for the Opportunity Network, the AssistantSuperintendent primarily focuses on supporting principals’ growth as instructional leadersthrough direct management and coaching of school leaders in District-run programs. The Assistant Superintendent promotes high-quality instructional practices; provides instructionalleadership direction; and coaches, mentors and supports principals to grow their leadershipskills. The Assistant Superintendent is responsible for helping to recruit, select and assignprincipals for the Opportunity Network; supporting differentiated professional growth andresource sharing within the network; and building the leadership capacity of the District. Additionally, the ability to collect, analyze and use multiple sources of data to guide continuousimprovement of network schools is an important function of this job.

The unique student population included in this network of schools, so-called discipline students,over-age and under-credited students, and students already detached from school, is best


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served by a city-wide system. To this end, the Opportunity Network will continue the richcollaboration with Philadelphia city agencies and non-profits convened under Project U-Turn andthe Council on College and Career Success. The Opportunity Network will further coordinategood-practice sharing among city providers who serve opportunity youth.

Essential Functions

Alternative Education Oversight• Sets the vision and strategic plan for the District’s alternative education settings; oversees a

flexible system of District-managed and contract-provided programs to ensure the systemprovides high quality instructional opportunities for its target populations

• Invests and engages internal and external stakeholders in alternative education planning anddelivery

• Coordinates a comprehensive, evidence-based review of current services for at-risk andopportunity youth; manages regular program reviews

• Manages all alternative education provider contracts; coordinates and negotiates all aspectsof contract and provider services; monitors compliance of providers with contracts; makesannual decisions regarding contract renewals

• Oversees the provision of non-instructional programs and services to students who havebeen placed in alternative disciplinary and transitional settings, including prison settings,alternative schools, and alternative behavioral learning environments

• Ensures all services provided are in compliance with federal, state and local governingmandates; serves as the primary liaison on legal requirements

• Manages the Alternative Education Office staff• Serves as the District’s expert on alternative education

Instructional Leadership and Talent Management• Promotes the District’s high-performing school practices and ensures the consistent

implementation of the practices across all schools • Guides and develops principals to provide learning environments that enable every student

to achieve• Formulates, plans and implements coaching and professional growth practices with assigned

principals; observes principal practices, provides feedback and works as the primary coachand supervisor to increase assigned principals’ instructional leadership capacities• Supports principals to assess the core competencies that teachers need to implement

curriculum, deliver instruction and improve their teaching practices• Creates professional learning communities to provide peer feedback, promote innovative

thinking and collaborative learning among assigned principals; models effective teamworkand collaboration

• Coordinates and ensures the successful integration of evidence-based strategies to supportthe growth and success of all District schools and to scale good ideas

• Helps to recruit, select and assign principals to appropriate schools• Functions as a qualified observer of teachers and principals• Develops effective working relationships with principals and school stakeholders

Systems-Level Leadership• Provides leadership as a member of a collaborative team to ensure that curriculum and

instruction initiatives are aligned with District priorities• Ensures the deployment of resources and intervention approaches to appropriately,

efficiently and effectively address challenges• Ensures the implementation of strategies to meet the District’s performance targets and

continuous improvement plans.• Responds to constituents’ concerns and serves as the liaison to schools, central offices and

community groups on matters related to instruction and school leadership


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• Ensures that all functions and activities are executed in compliance with District policies andprofessional standards and local, state and federal laws.

• Communicates clearly with principals, parents and the community about District priorities,school performance and student achievement

• Uses executive judgment to solve problems and manage crises


• Master’s degree from an accredited college or university in education, educationaladministration or a related field.AND

• Seven years of full-time, paid, educational experience, at least three of which have been in a

school-based administrative or supervisory capacity AND extensive experience working withat-risk students and/or “opportunity youth” and/or students with behavioral challenges and/or

families with social, behavioral and educational challenges OR any combination of prior

experience deemed appropriate by The Office of Talent.


! Urban education and driving improvement in student achievement!! Using quantitative and qualitative information in an instructional setting to drive

decision-making and evaluation. o Using systems level information to review, create and monitor school improvement

programs and strategies! Strong strategic planning, executive leadership and organizational skills.

• Demonstrated ability to: ! Coach and manage others to drive student achievement gains.! Work collaboratively to build consensus while also delivering exceptional results.! Inspire, manage and collaborate with a wide variety of stakeholders at all levels.! Collaborate and build relationships with internal and external stakeholders.! Be flexible, resilient and adaptable to changing priorities.

! Commit to high performance standards and maintain an unwavering belief that allstudents can excel.

! Communicate effectively, both orally and in writing.

Certificates/Licenses

• Valid Commonwealth of Pennsylvania Superintendent’s Letter of Eligibility.

Disclaimer





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HR Use Only

Title Code 0223

Salary Grade 4035




Analyst JAG


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Title: Deputy, Academic Enrichment

Department: Academic Enrichment

Reports To: Chief Academic Support Officer

Job Summary

Administers and coordinates the implementation of school services which are pertinent tosupport for the academic achievement of students, and the operation of the schools. Servesas an effective liaison to the academic divisions and schools, and provides managementand support to them around areas of academic enrichment and climate support servicesthrough programs such as, extra-curricular activities in athletics, music, art, theater, and

dance. Plans, administers, oversees and assists field personnel in the implementation ofspecified services at all school levels. Oversees the management and allocation ofappropriate and adequate resources to schools to address academic and non-academicsupport issues and system-wide goals. Identifies factors to be used in determining resourceallocations such as the allocation of personnel and material resources.

Essential Functions• Determines, defines and outlines procedures for achieving the goals, objectives,

priorities of the Office of Academic Enrichment; oversees and directs the activities ofstudent and school management support services in departments, such as, Athletics,Gifted Education, World Languages, Health, Safety and Physical Education, LibrarySciences, and Nutrition Education; establishes areas of responsibility for staff andmonitors the effectiveness of the team.

• Writes and/or approves School Reform Commission resolutions, as needed.

• Assists with and coordinates processes needed for the approval of contracts to ensuresmooth office functions.

• Develops and directs the implementation of policies and procedures designed tomaximize the delivery of enrichment programs and academic services.

• Assists with grant writing to support efforts of the office.• Monitors and coordinates activities and programs related to external grants, and submits

required reports to funding agencies.• Ensures the provision of non-instructional operational support to schools for extra

curricular programs and provision of academic support for core curricular areas, and theresolution of programmatic issues related to Title I support to schools.

• Reviews after-school athletic programs and assesses program progress and compliancewith Title IX obligations; develops appropriate recommendations to meet changing

trends in the arts; maintains communication with Assistant Superintendents andPrincipals.

• Researches, problem-solves and responds to correspondence received from the officeof the Superintendent regarding vendor, parental and student issues.

• Represents the Superintendent and School Reform Commission to the culturalcommunity, athletics community, and community health agencies of Philadelphia.

• Disseminates and maintains communication routings, correspondence, etc., to academicdivisions and schools from office.

• Promotes the health and safety programs; ensures that accomplishments and activitiesare communicated to internal and external audiences through a website and newsletter.


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Title: Deputy, Academic Enrichment

• Conducts and attends meetings with parents, community groups and other stakeholders.• Represents the Office of Academic Enrichment at various meetings and committees

related to student academic achievement and non-instructional support programs.•

Ensures non-instructional problems and concerns of parents, community groups andstakeholders have been addressed.• Understands grants administration and compliance regulations.• Prepares and monitors the departmental budget; determines and oversees the allocation

of funds and resources; ensures that resources are allocated and used in a manner thatadvances the District’s critical objectives.

Minimum Requirements• Master’s degree from an accredited college or university.• Ten years of full-time, paid, professional education experience in an urban school district,

at least five of which have been in an administrative or supervisory capacity, and haveincluded facilitating the provision of operational services and/or academic support servicesneeded to manage school programs and initiatives.


o management techniques necessary to administer various services in a complexorganization.

o core curricular areas and trends in education reform.o the current practices, methods and techniques utilized in the implementation of

public health initiatives.o the principles, practices and current trends of athletic programs and functioning of

PIAA.o governmental regulations which govern the conduct of interscholastic activities.o extensive knowledge of the cultural community of Philadelphia.o current issues and interventions in public health issues impacting on children,

teenagers, and the extended community.o organizational relationships in an urban public school system.o educational administration and school law.o legal and risk management issues related to community partnership supports in

schools and health issues that impact the schools and athletic programs.o supervisory methods and techniques.o innovative problem solving skills.

• Demonstrated ability to:o maneuver throughout large organizations using superior interpersonal skills to

achieve successful outcomes.o plan for programs, produce results, and meet goals.

o plan, organize, direct and implement a wide array of school services.o assess and evaluate school services in a manner that effectively meets District’s

goals and objectives.o develop effective working relationships within the District and external community.

Disclaimer





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HR Use Only

Title Code 0242

Salary Grade 4035



Date of New Format 7/09

Date of Revision 4/15

Analyst JAG


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Title: Director, Advocacy and External Engagement

Department: Office of Advocacy and External Engagement

Reports To: Chief of External Relations

The School District of Philadelphia is the cornerstone provider of public education in

Philadelphia. For forward-thinking administrators and educators, opportunities abound. The130,000 students entrusted to the District arrive at school every day with an extraordinaryrange of needs and aspirations. We are committed to delivering on their right to an excellent

public school education, and we are particularly focused on ensuring every student has

access to exceptional educational opportunities. Equity is our mandate. Critical to this effort

are leaders who are dedicated to expanding the opportunities available to children acrossour city. They must be creative and flexible leaders who are resilient and responsive in the

face of many challenges as we strive to make all schools great. Will you join us?

Job Summary

Securing sufficient resources, achieving needed legislative reforms, meaningfully engagingwith key stakeholders, building broad-based networks of support, and effectivelycommunicating accomplishments and priorities are essential to the implementation of Action

Plan 3.0 and improving the overall performance of The School District of Philadelphia. The

Office of External Relations has the mission critical task of ensuring that key stakeholdersunderstand, are interested in, and support the District’s mission, vision, and priorities.

Reporting to the Chief of External Relations, the Director of Advocacy and ExternalEngagement is charged with helping to develop and implement strategic advocacy,government relations, and community engagement programs to support the District’s critical

priorities, as outlined in Action Plan 3.0. The Director will be part of a team that executesstrategy elements including: building one-on-one relationships with community, business,and civic leaders to call upon them for collaborative ventures; leveraging long-term and new

relationships with elected officials to establish School District champions; and supporting the

creation and expansion of partnerships with local non-profit and for-profit businesses and

institutions to generate support for the School District.

Essential Functions

• Assist in the development and drive implementation of a comprehensive advocacy and

strategic outreach program including identifying, recruiting, and mobilizing allies andsurrogates; expanding and deepening community engagement; and building

opportunities for information-sharing and collaboration.

• Pursues strategic outreach to community members and community-based organizationsto encourage community interest and participation in important School District-sponsored activities.

• Identifies potential civic engagement and leadership opportunities to strategicallyposition the School District as an influential community stakeholder on topics importantto public education.


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• Assist in the development and implementation of the School District’s legislativeprogram, including developing a proactive legislative and regulatory strategy; analyzing,responding to, and influencing legislation impacting the School District; and advocatingwith state and local government and elected officials.

• Provides legislative information and assistance to colleagues within the School District.

•

Serve as liaison between District staff and governmental offices and officials; assists

governmental offices and officials to address and resolve School District –related

questions and concerns.

• Collaborates with the Office of Communications to support the School District’scomprehensive strategic communications program, with the goal of developing interest

in and an understanding of the School District's mission, vision, and actions.

• Collaborates with the Office of Strategic Partnerships and the Fund for The SchoolDistrict of Philadelphia to develop relationships with individuals and organizations whoprovide financial, in-kind, or other resources to support School District initiatives.

• Represents the Superintendent and other District leadership during public presentations,speaking engagements, or other activities associated with District business, as

requested; facilitate forums and other public meetings.

• Manages and supports the Superintendent’s external engagements, as requested.• Plans and coordinates high-priority events on behalf of the Superintendent (for example,

Lindback Awards), as requested.

• Establishes and maintains positive, collaborative relationships with key stakeholdersinternal and external to the School District, including leaders and organizations in the

community-based, civic, religious, political, philanthropic, business, and non-profit

sectors to create trust, solidify a strong foundation to advocate for School Districtpriorities.


• Bachelor’s degree from an accredited college or university.

• Five years of full-time, paid advocacy, community organizing, legislative,communications, or consulting experience.

Knowledge, Skills and Abilities

• Demonstrated knowledge of:

o principles and theories associated with current School District organizationalinitiatives.

o challenges in urban K-12 public education.

o political landscape and legislative process.o principles and practices of effective community, intergovernmental, and media

relations.o techniques for establishing and maintaining effective community and stakeholder

relations.

• Demonstrated ability to:

o use persuasive skills to achieve strategic priorities.o communicate clearly, concisely, and persuasively, both orally and in writing, with

a wide variety of audiences.

o exercise sound judgment and discretion.o respond to sensitive issues with diplomacy.

o lead and implement strategic initiatives.

o work on multiple projects simultaneously, as evidenced by an ability to balance


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and prioritize multiple competing priorities.

o assess the relative strategic importance of competing requests and priorities.o adapt to different situations, particularly when new information is provided.

o analyze complex problems and make sound decisions or recommendations to

remedy problems.

o understand, interpret, and analyze a variety of data sources.o identify and break down complex problems and develop strategies to address the

identified issues based on evidence.

o build and maintain strong, effective working relationships with colleagues acrossall levels of an organization.

o build productive, collaborative relationships with external stakeholders, partners,

elected officials, and community organizations.

Disclaimer




HR Use Only

Title Code 0768

Salary Grade 4028


Date of Establishment 6/15

Analyst CCM


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Title: Executive Director, Charter Schools

Department: Charter, Partnerships and New Schools

Reports To: School Reform Commission

Job Summary

Creates a service oriented and accountability focused environment that enables the School District oPhiladelphia to support and monitor its charter schools. Drives the vision of the office to ensure the long-termsuccess of Philadelphia’s charter schools and is responsible for developing and implementing a strategic planto provide high-quality educational opportunities across the charter sector and to strengthen Philadelphia’sschool choice options. Oversees the Authorizing Quality Initiative to ensure all charter schools authorized by

the School Reform Commission (SRC) are educationally sound and fiscally responsible. Convenes andcollaborates with charter schools to share best practices.

Essential Functions

• Develops a strategic and cohesive vision for how the School District of Philadelphia (SDP) and the SRC willeffectively work with charter schools.

• Serves as the SRC’s and SDP’s charter school thought leader and subject matter expert.• Manages and develops the Charter Schools Office staff.• Designs and oversees effective charter school authorizing processes/procedures.• Drives the vision and processes for engagement with charter schools in their ongoing efforts to delive

academic outcomes and maintain fiscal responsibility.•

Designs and delivers strategic/processes through which the authorized will hold charter schools accountablefor academic outcomes, organizational compliance and financial stewardship.• Improves collaboration across the various types of city schools (e.g. traditional, charter, etc.) by establishing

open and effective communication lines.• Monitors and influences the development of legislation impacting Philadelphia charter schools and the SDP.• Partners with other District leaders to ensure alignment across strategic visions and shared understanding of

challenges and opportunities.• Identifies areas where adjusting the Charter Schools Office’s charter school approach/focus could improve

the city’s school choice offerings and lead to better outcomes for students and families..• Performs related duties as required.


•

Master’s degree program from an accredited college or university.• Seven years of full-time, paid, professional leadership experience with experience setting vision and

direction.

OR

• Any equivalent combination of training and experience determined to be acceptable by the Office of Talent.

• Knowledge, Skills and AbilitiesDemonstrated knowledge of:

! charter schools and/or operations.


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Title: Executive Director, Charter Schools

! quantitative and qualitative information to drive decision-making and evaluation.! using systems-level information to inform vision-setting, strategic planning, and decision making.!

strategic planning.! principles of executive leadership.! organizational practices, methods and techniques.

• Demonstrated ability to:! work collaboratively to build consensus while also delivering exceptional results by using data to se

vision and drive results.! inspire, manage and collaborate with a wide variety of stakeholders at all levels to ensure results

are achieved.! build relationships with internal and external stakeholders.! create strategic processes and systems during a time of tremendous change.! be bold, tireless and engaging change agency and culture creation.! be a visionary leader that inspires and motivate those around them.

! plan and direct support activities.! use a personal computer .! communicate effectively, both orally and in writing.! establish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by

people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities,

duties, and skills required of personnel so classified.

HR Use Only

Title Code 0075

Salary Grade 4032




Analyst JAG


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Title: Executive Director, Operations

Department: Facilities Management and Services

Reports To: Administrative Superior

Job Summary

Directs the operations, maintenance, alterations and improvements of the School District’sphysical plants. Directs and oversees through subordinate administrators, the activities ofstaff who develop and coordinate an operations and maintenance program, manage theoperations and maintenance of the District’s headquarters facility, direct the operations ofthe Capital Programs and Environmental office, as well as manage the development andmaintenance of the management information systems for this division. Ensures that themaintenance and operations of the physical plants facilitate the creation of an environmentwhich supports the educational mission of the School District.

Essential Functions

• Fosters a culture of personal accountability, service and support.• Plans, organizes and directs through subordinate administrators, a large staff comprised of

operational, trades and professional employees engaged in a wide variety of activities suchas engineering, cleaning, training and developing and implementing managementinformation systems.

• Develops and coordinates an operations and maintenance program encompassing allDistrict facilities; establishes policy and program goals designed to ensure needed

services; reviews and approves plans and programs for implementing policies; holdsconferences with subordinate staff.

• Resolves the most complex operational and maintenance problems; conducts periodicinspections of buildings and grounds for conformance to established standards; indicatesareas of improvement and suggests methods of approach for subordinate staff.

• Reviews requests for major repair services to assign priority and prompt scheduling;reviews records and reports pertaining to service and repairs performed; investigates thepossibility for the redistribution of work to maximize the utilization of available manpower.

• Ensures compliance with governmental regulations governing the operation of publicschool facilities.

• Prepares and manages the budget for the Operations division.• Keeps abreast of the latest developments in the operation and maintenance of multiple

facilities and investigate changes in materials, equipment and work methods.• Develops strategic plan for entire division.• Responsible for leading district-wide school opening.

• Develops a performance evaluation metrics and KPI system for monthly review and

accountability

• Leads key projects, including business side of technology projects for improvement of

service delivery.

• Develops and manage a capital program that is based on objective, equitable, academic

support and transparent services.


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• Bachelor’s degree program from an accredited college or university.• Ten years of full-time, paid, professional facilities services operations experience, five of

which has been in an administrative or supervisory capacity and has included responsibilityfor a large complex of public or industrial buildings.

OR

• Any equivalent combination of education and experience determined to be acceptable by theOffice of Talent.

Knowledge, Skills and Abilities

• Demonstrated knowledge of the practices and procedures essential in buildings andgrounds service and maintenance activities.

• Demonstrated knowledge of maintenance and scheduling procedures as they apply tobuilding and grounds operations and maintenance.

• Demonstrated knowledge of building services management techniques.

• Demonstrated knowledge of supervisory methods and techniques.• Demonstrated ability to plan and direct through subordinate supervisory personnel, the

activities of a large professional and non-professional staff.• Demonstrated ability to estimate labor, material and time factors involved in a variety of

building and grounds maintenance projects.• Demonstrated ability to compile financial and operational data.• Ability to communicate effectively, both orally and in writing. • Ability to establish and maintain effective working relationships.

Disclaimer




HR Use Only

Title Code 0035

Salary Grade 4031




Date of Title Change 6/15

Analyst CCM

Documents

Darrell Clarke and Bill Hite Correspondence