POSITION TITLE (Oracle title)

SENIOR ADMINISTRATOR

WORKING TITLE

Senior Administrator-Family, School, and Community Partnerships

SCHOOL/DEPARTMENT

Title I

LOCATION

Crossroads I, Cary, NC

PAY GRADE

Senior Administrator-Band 3

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is available for hybrid telework workweek

POSITION PURPOSE:

Develops, supports, and manages systems and structures for community and family engagement activities to provide intensive school support to Title I funded Low Performing schools. Supports staff in the creation and implementation of effective Family and Community Engagement (FACE) activities. Builds and enhances communications and partnerships with community partners, families, and schools. Collaborates with other departments, schools, agencies, and community groups to assure coordinated efforts for family and community engagement activities. Plans and implements professional development activities and technical assistance for staff. Plans and implements professional development for families of students in Title I funded schools.

MINIMUM QUALIFICATIONS: 

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Comprehensive knowledge understanding the multi-tiered system of supports (MTSS);
• Comprehensive knowledge of professional learning teams (PLCs);
• Comprehensive knowledge of a variety of available academic and behavior databases;
• Comprehensive knowledge tutoring and family engagement work throughout WCPSS and Wake County.
• Comprehensive knowledge of applicable federal, state, and local regulations, policies, and educational statutes including but not limited to budgeting and fiscal requirements;
• Strong working knowledge of efficacious academic and behavioral interventions;
• Considerable knowledge of Microsoft Office, specifically Word and Excel; Google Apps;
• Critical thinking and problem solving skills;
• Effective collaboration skills with school-based staff;
• Effective human relationship skills to function as team members at school sites;
• Effective time management and organizational skills;
• Ability to engage in data-based problem solving at the district and school level for decision making regarding instruction, curriculum, school climate and culture;
• Ability to generate, analyze, interpret, and communicate student achievement data;
• Ability to design and deliver professional learning to meet the needs of various stakeholders;
• Ability to present to a variety of stakeholder groups;
• Ability to communicate with individuals of varied cultural and educational backgrounds;
• Ability to create and sustain a high functioning professional learning teams;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, staff members of external funding agencies, and the community at varying levels of the organization.

EDUCATION, TRAINING, AND EXPERIENCE

• Master’s degree in School Administration or Curriculum and Instruction from a regionally accredited college or university;
• Demonstrated successful teaching experience;
• Demonstrated successful experience in a progressively responsible administrative role;
• Experience in designing and delivering professional development to meet the identified needs using a variety of modalities.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be eligible for North Carolina Professional Educator’s License in an administrative license area of School Administrator-Principal or Curriculum Instructional Specialist; 
• Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements. 

PREFERRED QUALIFICATIONS:

• Proven experience leading effective teams; 
• Cognitive Coaching Training.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Engages in data analysis of district and school level academic and behavioral data.
2. Implements programmatic recommendations based on data analysis.
3. Guides support for schools based on outcome and implementation data.
4. Monitors long- and short-range goals and objectives for the improvement of system-wide instruction.
5. Monitors and coordinates the skill development of school support teams and other stakeholders.
6. Provides support to ensure the implementation of a balanced assessment system to include progress monitoring tools as indicated in a standard treatment protocol.
7. Collaborates with other divisions and participates in cross functional teams and projects to foster organizational alignment and commitment to system wide goals.
8. Provides guidance and coordination for supporting schools with behavioral and academic systems and structures.
9. Collaborates with the director to gather and report data.
10. Coordinates an academic team to provide direct support to improve student achievement outcomes in schools within an assigned region aligned with area superintendents.
11. Stays current on research and policy changes that impact instruction, curriculum, and environment. Works within the budget and monitors funds as assigned in accordance with federal, state, and local policies.
12. Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This position operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, staff members of external funding agencies, vendors, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automotive equipment.

EFFECTIVE DATE:  5/2026

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position.  This description may be revised by HR and approved at any time.