Supervisor of Equity: Department of Teaching and Learning

Supervisor of Equity:
Department of Teaching and Learning

Starting Date: Immediately

Location: West Chester Area School District EDUCATION CENTER – Exton, Pennsylvania.

West Chester Area School District serves more than 12,000 students across 17 schools: 11 elementary, 3 middle, and 3 high schools. The district covers a 75‑square‑mile area that includes West Chester Borough and surrounding townships in Chester and Delaware Counties. The district boasts strong academic outcomes, including a 95% graduation rate, placing it in the top 10–20 percent of Pennsylvania public school districts.

The Supervisor of Equity leads the development and continuous improvement of equitable instructional systems to ensure that all students have access to opportunities and support to experience inclusive, identity‑affirming, and high‑quality learning environments. This role centers on strengthening student belonging, removing systemic barriers to access and opportunity, and building coherent support systems for educators—particularly through new teacher induction and mentoring. The supervisor serves as a strategic leader who aligns equity‑based practices with classroom instruction, teacher development, and student learning experience, ensuring that district priorities translate into meaningful, consistent outcomes across schools.

• Equity, Access, and Inclusive Learning Experiences
  • Ensure equitable access to programs, services, and learning opportunities across buildings, with consistent expectations and implementation practices: instructional practices at all three learning levels, Advanced Placement, dual enrollment, cyber school, summer school, and acceleration options.
  • Support high levels of student engagement by analyzing qualitative and quantitative data to identify opportunity gaps, systemic barriers, and areas for targeted support; lead responsive, sustainable improvement efforts.
  • Collaborate with principals, instructional & equity coaches, supervisors, and equity advocates to embed student voice, cultural relevance, and identity‑affirming practices into classroom instruction and learning environments.
  • Apply an explicit equity framework across instructional practices, student experiences, and district priorities to ensure access, opportunity, support, and high expectations for all learners.
• Student Belonging, Inclusion & Classroom Experience
  • Ensure that learning experiences reinforce cultural relevancy, student belonging, inclusion, and a strong classroom connection, affirming that each student is a valued member of their learning community.
  • Support the implementation of restorative practices as a core instructional and community‑building approach, ensuring classrooms foster belonging and inclusion.
  • Monitor indicators of the student learning experience, including engagement, belonging, and persistence—alongside academic outcomes to ensure that instructional systems promote inclusion rather than isolation.
• Adult Equity
  • Lead the design, implementation, and continuous improvement of the district’s new teacher induction program, ensuring it is coherent, supportive, and aligned to district instructional expectations.
  • Coordinate and strengthen mentoring systems so that all new teachers receive consistent, high‑quality, job‑embedded support during their early years.
  • Collaborate with administrators, mentors, and instructional leaders to provide structured guidance that builds teacher capacity to deliver equitable, inclusive instruction.
  • Monitor induction effectiveness using educator feedback, retention data, and instructional outcomes to refine supports and improve long‑term educator sustainability.

• Supervisory Certificate – Curriculum & Instruction or Principal Certificate
• Minimum of five years of successful experience working in education
• Subject area expertise in the areas of Equity and Belonging
• Extensive knowledge and experience in the development of curriculum and in leading high‑quality professional learning
• Effective interpersonal skills with the ability to interface diplomatically with other administrators, teachers,…