Assistant Superintendent of Native Education and Tribal Relations

Assistant Superintendent of Native Education and Tribal Relations

Location: Olympia, Washington – required in‑office 5 days per week.

Compensation: $169,552 annually (plus geographic differential, health, dental, life insurance, retirement, and deferred compensation options).

Final date to receive applications: July 19, 2026.

OSPI’s Assistant Superintendent of Native Education and Tribal Relations leads the Office of Native Education (ONE). The role provides leadership, advocacy, and technical assistance to school districts, tribal communities, and Tribal Compact Schools to ensure American Indian (AI) and Alaska Native (AN) students receive high‑quality K–12 education. The position reports directly to the Chief Education Officer and serves as OSPI liaison to tribes, the Governor’s Office of Indian Affairs, and the Washington State Native American Education Advisory Committee (WSNAEAC).

• Lead and supervise ONE staff, providing coaching, performance reviews, recruitment, and professional development.
• Oversee budget management, monitoring expenditures and ensuring fiscal soundness.
• Advise on and implement federal and state Native Education policies, including Title IX, Title III, and tribal compact agreements.
• Coordinate technical assistance to public schools and tribal communities, including the development of Native languages, culture, history, and tribal sovereignty curricula.
• Facilitate acquisition of funding for curriculum and instructional materials through collaboration with the Washington State Native American Education Advisory Committee.
• Recruit, support, and retain AI/AN teachers, principals, and educational assistants; manage professional development programs.
• Lead data‑driven initiatives to advance math and English achievement for Native students, including literacy and numeracy interventions, assessment design, and outcome evaluation.
• Develop and disseminate reports on Indian education to leadership, legislature, and the Governor’s Office of Indian Affairs, highlighting successes, deficiencies, and needs.
• Advance mandatory mandatorily mandated and strategic partnerships with tribes, tribal elders, and community organizations.
• Represent OSPI in external committees and agencies to promote accurate, disaggregated data on AI/AN student outcomes.
• Provide technical assistance for inclusion of Native language programs in school district curricula.
• Organize and lead the WSNAEAC, fostering relationships with key education partners.

• Bachelor’s degree in Education, Business Administration, Tribal Studies, or a related field,
  ** OR
  * * four (4) years of educational or leadership experience in tribal schools and/or public schools serving federally or state‑funded Native students.
• Five (5) years of educational or leadership expertise with Native peoples in Washington State, including federally recognized and non‑federally recognized tribes, rural and urban communities, and Native organizations.
• Demonstrated knowledge of: legislative history of ONE, state and federal treaties, tribal sovereignty, laws on Tribal Education Compact Schools, Washington State’s Tribal Sovereignty Curriculum, and requirements for districts to consult with tribes.
• Experience in Government‑to‑Government relations and understanding of Native family/community engagement, partnership building, and systemic transformation related to tribal sovereignty, civil rights, and equity.
• Proven leadership and supervisory experience, managing program budgets, contracts, grants, and staff.
• Required travel within Washington State and occasional out‑of‑state or national travel; residency in Washington required; must work in the office at least five days a week.

• Master’s degree in Education, Business Administration, Tribal Studies, or related field.
• Knowledge of the Centennial Accord, Millennium Agreement, and protocols for bridging OSPI with tribal stakeholders.
• Familiarity with Washington State educational priorities, initiatives, research, and best practices for Native students’ academic and socio‑emotional supports.
• Experience with tribal colleges, community‑centered higher education…