Executive Director of Early Learning and Pre-K -

DeKalb County School District
Position Specification
Title: Executive Director, Early Learning and Pre-Kindergarten Programs

 DIVISION: Student Services                                              GRADE: 134
 DEPARTMENT: Student Service                                             WORK DAYS: 246
 REPORTS TO: Chief of Student Services                                   FLSA STATUS: Exempt
 RETIREMENT: Teachers Retirement System                                  APPROVED (HCM):


                                         General Statement of Job
Under limited supervision, The Executive Director of Early Learning and Pre-K for DeKalb County
School District (DCSD) is responsible for developing, directing, coordinating, implementing and
monitoring all facets of the Early Learning and Pre-Kindergarten (Pre-K) programs for the district. The
Director serves as the instructional and operational leader of the district-wide Early Learning and Pre-
K programs. The Executive Director will effectively communicate with stakeholders, ensure equitable
access to resources, and establish an early learning ecosystem to enhance and sustain the overall
development of the whole child in the Early Learning and Pre-K programs.

                                  Specific Duties and Responsibilities
Essential Functions:
The following duties are representative for this position. The omission of specific statements of duties does not
exclude them from the classification if the work is similar, related, or a logical assignment for this classification.
Tasks and responsibilities will be in concurrence with implementing the Strategic Plan. Other duties may be
required and assigned.

              •   Provide direct supervision and evaluation for the staff assigned to the
                  Department of Early Learning and Pre-K. Lead the Department in accordance
                  with the tenants of the District’s Core Values and best practices for positive work
                  environments and stakeholder engagement. Lead continual efforts to improve
                  the instructional efficacy and impact of Early Learning and Pre-K teachers’ and
                  staff’s classroom instruction – via, including but not limited to: professional
                  development, classroom observations, coaching and feedback.
              •   Develop and monitor programs and procedures to improve implementation of
                  Early Learning and Pre-K curricula; develop and evaluate current programs for
                  effectiveness and compliance with applicable laws, regulations, policies and
                  mandates. Lead District-wide efforts to improve pedagogy, assessment
                  practices, planning, and related services for students participating in the
                  District’s Early Learning and Pre-K programs- and present research-based and
                  evidence-based recommendations for improvement.
              •   Collaborate with leaders and key personnel from other Divisions – including but
                  not limited to – Curriculum and Instruction, Accountability and Continuous
                  Improvement, Schools and Leadership, Human Resources, and Finance – to
                  secure and dispatch resources, develop and implement intermediate and long
                  term plans, implement and monitor services, and evaluate impact of all aspects
                  of the District’s Early Learning and Pre-K programs.


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                                                 Director, Early Learning and Pre-Kindergarten Programs

              •   Facilitate districtwide implementation and monitoring of professional learning
                  programs for district and school-based staff around best practices for learning
                  and developmental needs for early learners. Collaborate with leaders and key
                  personnel from other Divisions – particularly Schools and Leadership and
                  Curriculum and Instruction – to develop, implement, monitor, and measure
                  impact of professional development experiences for Early Learning and Pre-K
                  teachers across the District.
              •   Utilize and monitor multiple methods to ensure the District remains compliant
                  with applicable laws, regulations, policies, and mandates pertaining to Early
                  Learning and Pre-K services. Lead the District’s Early Learning and Pre-K
                  programs’ lotteries, roster verifications and waitlist processes. Support schools’
                  master scheduling efforts towards maximum academic and developmental
                  impact on the needs for Early Learning and Pre-K students.
              •   Collaborate with leaders and key personnel from other Divisions –
                  particularly Schools and Leadership and Curriculum and Instruction – to
                  equip schools with the resources to implement the District’s Early Learning
                  and Pre-K instructional programs with fidelity, and in accordance with
                  applicable District, state, and federal laws, regulations, and policies- and
                  sustain early learning initiatives and instructional best practices to improve
                  the outcomes of the Early Learning and Pre-K programs.
              •   Collaborate with leaders and key personnel from other Divisions –
                  particularly Assessment and Continuous Improvement, and Schools and
                  Leadership – to administer, monitor, and respond to appropriate formative
                  assessments for students participating in the Early Learning and Pre-K
                  programs. Assists schools to use assessment results to improve the
                  instructional program and develop and implement plans to meet students’
                  needs – and establish, implement, and maintain longitudinal data systems
                  to monitor Early Learning and Pre-K students’ performance and outcomes
                  over time.
              •   Establish, administer, and provide direct oversight for the Early Learning and Pre-
                  K departmental grants, budgets and expenditures- and ensure that spending
                  levels are consistent with spending targets established for the fiscal year.
                  Maintain compliance with all budget related rules, regulations, and legal
                  requirements to ensure fiscal alignment and integrity to the division’s short and
                  long term goals.
              •   Collaborate with leaders and key personnel from other Divisions –
                  particularly Assessment and Continuous Improvement, Schools and
                  Leadership, and Curriculum and Instruction – to develop, implement, and
                  monitor continuous plans for improving student achievement and
                  developmental milestones for Early Learning and Pre-K students – to include
                  relevant training and professional development needs. Prepare and interpret
                  qualitative and quantitative data and reports pertaining to the department’s
                  progress towards goals and objectives - to strategically guide current and
                  future instructional decisions and adjustments.
              •   Serve as school district’s Early Learning and Pre-K representative for Bright
                  From the Start, Georgia Department of Early Care and Learning, and for other
                  applicable state and federal entities. Attend and conduct trainings relative to
                  federal and state requirements; Georgia Early Learning Developmental



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                                               Director, Early Learning and Pre-Kindergarten Programs

               Standards (GELDS), national standards, and international standards; and
               curricula initiatives. And Perform other duties as assigned.

Education and/or Experience:

Master’s degree in Education, Education Administration or closely related area from a Professional
Standards Commission approved accredited college or university is required.

Minimum five (5) years of managerial/administrative level or school based closely related experience
is required.

Prior service in a formal instructional leadership position in an educational setting is required: with
preference for prior service as a building principal, district-level director, district-level department
head, or above.

Certificates, Licenses, Permits: A valid Georgia Professional Standards Commission approved
certificate in educational leadership at level L-5, NL-5, PL-6 or above required. If a level L-5, NL-5, PL-
6 or above certificate is not held, the individual must be eligible for the NPL certificate in educational
leadership.

Knowledge, Skills & Abilities:

May require:

Knowledge of organizational and department planning and operational procedures; the organization
of specific assigned area; budgeting and spending, labor issues and efficiencies; DCSD policies and
procedures; all relevant available public and private resources and services; curriculum guidelines
for the school district and state requirements; standardized testing in accordance with school district
policies and state laws; school district policies, programs and procedures pertinent to learning
disabilities, child and substance abuse, and social adjustment

Skill in coordinating and collaborating with federal, state, regional and local organizations and
departments to establish and execute responsibilities; administration and management skills gained
through increasingly responsible management positions; recruiting, training and motivating
employees; and effective oral, written, and interpersonal communication

Ability to direct and administer the programs and services of a non-profit educational and/or service
organization; establish objectives and procedures governing the performance of assigned activities
among employees; develop and understand financial and/or operating reports; maintain confidential
information; plan and develop course of study suitable for specific grade levels; develop lesson plans
incorporating lectures, projects, group discussions, exhibits, field trips, audiovisual and library
resources, computers and the internet; use relevant computer applications; prioritize assignments;
and manage multiple tasks simultaneously

ADA Requirements:
Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force
frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body.
Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are
required only occasionally and all other sedentary criteria are met.



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                                              Director, Early Learning and Pre-Kindergarten Programs

Fingering: Picking, pinching, typing or otherwise working, primarily with fingers rather than with the
whole hand or arm as in handling.
Talking: Expressing or exchanging ideas by means of the spoken word. Those activities in which one
must convey detailed or important spoken instructions to others accurately, loudly, or quickly.
Hearing: Ability to receive detailed information through oral communication, and to make fine
discrimination in sounds, such as when making fine adjustments on machined parts with or without
correction.
Repetitive Motions: Substantial movements (motions) of the wrists, hands, and/or fingers.

Performance Factors:
Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are
not characterized by high levels of hostility, social withdrawal or failure to communicate. Ability to
be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among
diverse populations.
Concentration: Ability to maintain workflow and thought processes in the presence of frequent
distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to
manage multiple tasks simultaneously with only few or no errors.
Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are
presented. Ability to adjust work processes without incident when new and unexpected directions
are given relative to a project that may be in process. Ability to maintain composure and not
compound a situation when interacting with persons who may be angry, demanding or otherwise less
than polite.
Independent Judgment: Ability to complete work tasks without being given precise directions relative
to work steps or the final project.
Organizational Skills: Ability to establish priorities; simultaneously manage multiple tasks; and
deliver a quality work product by a designated deadline.
Decision Making: Ability to make appropriate business decisions.
Attention to Detail: Ability to recognize errors or layout features that detract from the physical
attractiveness or accuracy of a work product.
Public Contact: Ability to communicate professionally and effectively, both verbally and in writing,
with superiors, colleagues, and other individuals within and external to the school system. Ability to
demonstrate professionalism while interacting with others and to maintain constructive working
relationships.




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