Assistant Director of Racial and Educational Justice; REJ & Child Multi-Tiered Systems o

Assistant Director of Racial and Educational Justice (REJ) & Whole Child Multi‑Tiered Systems of Support (MTSS)

Northshore School District 417 Central Administration Center - Bothell, Washington Open in Google Maps

Job : 5732545

Final date to receive applications: Posted until filled

Re‑Posted: May 22, 2026 7:00 AM (UTC)

Starting Date: Jul 1, 2026

Thank you for your interest in a career with us! The Northshore School District is committed to a diverse workforce that reflects our students and our community, one that embraces and models equity and cultural competency.

Job Summary: The Assistant Director of Racial and Educational Justice (REJ) & Whole Child Multi‑Tiered Systems of Support (MTSS) is a district‑level leadership position responsible for leading and coordinating equitable, inclusive, and student‑centered systems across Preschool‑12th grade within the Northshore School District. This role provides strategic leadership for Whole Child MTSS through the aligned implementation of Universal Design for Learning (UDL), Social Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), restorative practices, and culturally responsive and identity‑affirming systems through the lens of Racial and Educational Justice.

The position supports district wide implementation and leads continuous improvement efforts that ensure each and every student experiences belonging, access, engagement, agency, and success academically, behaviorally, socially, and emotionally.

• Assist the Executive Director of Organizational Change and Student Advancement in refining and expanding the District’s REJ and MTSS work through ongoing integration with the District’s Strategic Plan.
• Provide district wide leadership, coordination, and implementation support for Whole Child MTSS systems across academic, behavioral, social‑emotional, and belonging‑focused domains across our P‑22 settings.
• Lead and support aligned district strategies, practices, and supports related to UDL, SEL, PBIS, restorative practices, culturally responsive and identity‑affirming practices, and student‑centered and justice‑driven systems transformation through the lens of REJ and within Whole Child MTSS.
• Support forward progress on the district’s Whole Child MTSS Implementation Plan and aligned practices across schools and departments.
• Lead district wide efforts to strengthen inclusive, universally designed, Tier I systems and equitable access to grade‑level, standards‑based instruction for each and every student.
• Supervise and support the P‑5 UDL TOSA and the Secondary UDL TOSA to ensure aligned and comprehensive P‑22 implementation of UDL and inclusive instructional practices.
• Supervise and support the SBIRT Specialist and the Mental Health Specialists as part of Whole Child MTSS service delivery and Tier III supports.
• Oversee and support REJ School Teams through mentoring, guidance, professional learning, collaborative inquiry, and implementation support.
• Design and facilitate professional learning focused on Whole Child MTSS, UDL, SEL, PBIS, restorative practices, culturally responsive teaching, and racial and educational justice for educators, administrators, and district leaders.
• Facilitate collaborative inquiry and continuous improvement processes focused on equitable student outcomes, instructional systems, school climate, belonging, and student success.
• Support schools and departments in creating aligned systems of intervention, engagement, and student support that strengthen inclusive learning environments and integrated support models.
• Collaborate with Teaching and Learning, Student Services, Special Education, Multilingual Learner Services, Counseling, Mental Health, and other district departments to ensure coherence across curriculum, instruction, intervention, behavioral systems, and student support systems.
• Facilitate collaborative analysis of qualitative and quantitative data to monitor implementation, identify inequities, inform systems improvement efforts, and support equitable student outcomes.
• Support implementation of culturally sustaining and identity‑affirming instructional…