Position Summary:
Under the direction of the Superintendent of Schools, the Associate Superintendent of Innovation and Performance will provide dynamic, results-oriented leadership to a portfolio of schools identified for Comprehensive Support and Improvement (CSI). This role is dedicated to reimagining educational opportunity and driving rapid, sustainable gains in student achievement in underperforming schools. Grounded in the belief that every child—regardless of race, zip code, or circumstance—deserves access to a high-quality education, the Associate Superintendent will have the autonomy and authority to lead bold, innovative improvement efforts that accelerate learning and build school-level leadership capacity. The incumbent of this position will lead strategic school improvement initiatives, align resources and budgets to proven turnaround strategies, and work collaboratively with school leaders, district staff and community stakeholders to eliminate achievement gaps and ensure equity-driven excellence.
Duties and Responsibilities:
- Leads and oversees school turnaround strategies for a designated portfolio of CSI schools, ensuring the implementation of high-impact, evidence-based practices that lead to accelerated student growth and improved school performance;
- Supervises and supports principals in setting and meeting ambitious academic, social-emotional and operational goals rooted in data and aligned to district priorities;
- Analyzes and monitors performance data to identify trends, barriers and opportunities for growth across schools; facilitates the use of real-time data to drive instructional decision-making and resource allocation;
- Ensures that school improvement plans are aligned with the Plan-Do-Study-Act model and include measurable, equity-centered goals, actionable strategies and progress-monitoring protocols;
- Advocates for and oversees the flexible use of school budgets to prioritize investments in high-leverage, research-based strategies aligned with national turnaround principles (e.g., strong leadership, effective instruction, tiered supports, positive school climate and rigorous accountability);
- Supports school leaders in creating and sustaining cultures of high expectations, continuous improvement and shared ownership for student success;
- Partners with district departments (e.g., Curriculum and Instruction, Student Services, Human Resources) to ensure wraparound supports are coordinated and targeted to school needs;
- Develops and delivers professional learning for principals, instructional leadership teams and school-based staff on turnaround leadership, data-informed practices and culturally responsive pedagogy;
- Cultivates partnerships with families, community organizations and external experts to support holistic student development and create shared responsibility for school transformation;
- Maintains a relentless focus on closing opportunity gaps and advancing equity across all performance indicators; and
- Performs other duties as assigned.
Qualifications:
- Knowledge of the Public School Laws of Maryland, the bylaws of the State Board of Education, and the policies of the Board of Education of Prince George's County;
- Knowledge of federal and state accountability systems, particularly Maryland’s ESSA designation processes and supports for CSI schools;
- Demonstrated experience leading systemic turnaround initiatives with measurable outcomes;
- Deep understanding of effective instructional practices, school leadership development and systems change theory;
- Ability to analyze complex data sets, identify root causes and design targeted strategies to drive improvement;
- Strong interpersonal and communication skills with the ability to inspire and hold others accountable;
- Experience working with diverse student populations and a deep commitment to educational equity and social justice;
- Proven ability to lead through collaboration while also exercising decisiveness and urgency in pursuit of results;
- Familiarity with improvement science, change management, and performance management frameworks;
- Ability to build trusting relationships with school leaders while maintaining high expectations and non-negotiable goals; and
- Ability to navigate complex political environments and align internal and external resources to maximize school impact.
Education and/or Experience Requirements:
Master's degree from an accredited college or university with course work in educational administration, education, and curriculum development required; Doctorate preferred. A minimum of three (3) years of previous experience as a school administrator in increasingly responsible positions required; previous experience as a school principal combined with central office leadership experience preferred.
Certification:
Holds or is eligible for a Maryland Advanced Professional Certificate (APC) with Administrator II endorsement; holds or is eligible for Superintendent’s endorsement.
Supervisory Responsibilities:
Oversees and provides guidance to assigned personnel.
Physical Demands:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
Working Environment:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
Additional Information:
None.
