Cluster Superintendent - School Operations and Support

Cluster Superintendent - School Operations and Support ()

Date Posted: 6/9/2026

Location:

Instructional Support Center

• Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission

• Specialist's Degree in related field (Required)
• Doctoral Degree in related field (Preferred)

• 5 years of successful school leadership experience, including experience as a principal (Required)
• District-level leadership experience (Preferred)
• Demonstrated record of improving student outcomes and strengthening instructional leadership capacity (Preferred)

• Deep knowledge of curriculum, instruction, assessment, and school improvement practices.
• Demonstrated ability to improve student achievement at scale.
• Strong leadership coaching and talent development skills.
• Ability to lead cross-functional collaboration and systems alignment.
• Expertise in data analysis and strategic planning.
• Strong communication, relationship-building, and change management skills.
• Ability to manage complex operational and instructional systems simultaneously.
• Commitment to equity, continuous improvement, and student-centered leadership.
• Exceptional communication and presentation skills with the ability to clearly articulate district priorities, instructional expectations, and strategic initiatives to diverse stakeholders.
• Ability to build shared understanding, alignment, and coherence across schools, principals, departments, and district leadership teams.
• Strong facilitation skills that promote collaboration, trust, accountability, and continuous improvement.

• Accountability for Student Outcomes and School Performance
  • Be directly accountable for academic growth, achievement, attendance, graduation rates, student engagement, and district-defined student outcome metrics across assigned schools.
  • Monitor and evaluate school performance through ongoing analysis of student achievement data, instructional quality indicators, and operational metrics.
  • Ensure principals develop and implement rigorous school improvement plans with measurable benchmarks and evidence-based strategies.
  • Hold principals accountable for achieving district and school performance goals through consistent coaching, monitoring, and evaluation.
  • Identify underperforming schools, programs, grade levels, and student groups, and coordinate targeted intervention plans with clear timelines and progress-monitoring structures.
  • Ensure equitable access to high-quality instruction, interventions, enrichment opportunities, and student supports for all learners.
  • Lead continuous improvement efforts focused on reducing achievement gaps and improving outcomes for historically underserved student populations.
  • Ensure school goals, improvement strategies, and leadership priorities are aligned to the district's strategic plan, Board priorities, and systemwide performance goals.
  • Monitor implementation of district strategic initiatives across schools to ensure coherence, consistency, accountability, and measurable impact on student achievement.
  • Support principals in prioritizing improvement efforts that align district expectations with the unique needs of their school communities while maintaining student outcomes at the center of all decision‑making.
• Instructional Leadership and Partnership with Teaching and Learning
  • Serve as a strategic partner with the Teaching and Learning Department to design, implement, and monitor instructional support systems for schools.
  • Collaborate with curriculum, assessment, multilingual learner, special education, MTSS, and instructional leadership teams to ensure coherent instructional expectations and aligned supports across schools.
  • Conduct regular school and classroom walkthroughs focused on instructional rigor, student engagement, curriculum implementation, and learning outcomes.
  • Ensure principals effectively monitor instruction, provide actionable feedback to teachers, and implement district instructional priorities with fidelity.
  • Use student performance…