Director of Assessment and Student Reporting

Director Of Assessment And Student Reporting

We are seeking a Director of Assessment and Student Reporting (Education Programs Manager
3) to join our Research, Assessment, Data, Accountability, and Reporting (RADAR) team at the Oregon Department of Education (ODE).

This position follows a hybrid work model. Onsite presence will be required when business or operational needs are best supported in person, such as collaboration, training, or work that requires access to onsite resources. Employees approved to work remotely must have a reliable and secure internet connection and maintain a professional work environment that supports productivity. While working remotely, employees are expected to maintain the same level of performance, responsiveness, communication, and availability as they would in the office.

Occasional in‑state and out‑of‑state travel may be necessary. A driver’s license, an acceptable driving record, a personal vehicle, or an alternative means of transportation are required for this position.

What you will do!

This position supervises the Assessment Team in meeting its objective of developing and implementing Oregon’s statewide assessment system and advancing educational equity by building statewide capacity in the areas of assessment literacy and appropriate use of assessment practices and data. The Director provides statewide leadership and strategic direction for Oregon’s assessment system and related reporting functions, ensuring compliance with state and federal requirements while advancing educational equity.

This position is also charged with policy creation and implementation, directing program and fund administration, comprehensive state planning, office work, internal plan development, determining related staffing needs, administering the federal and state grants and/or contracts, evaluating staff and programs, and serving as liaison with other state and federal agencies when necessary. The individual in this position directs all professional activities associated with the above‑mentioned programs, including agency‑wide initiatives.

Typical duties include:

• Lead, Implement, and Steward the Policy Design/Implementation and Program Work of the Assessment Team:
  • Determine program priorities by evaluating the greatest areas of need or improvement and assessing the availability of human, fiscal, and equipment resources needed to implement policy effectively.
  • Identify problems and risks early and engage internal and external partners to provide support in solving them.
• Build Collective Capacity, Partnership and Collaboration (within the Assessment Team, Across RADAR and ODE, and with External Partners):
  • Establish and maintain effective relationships with school districts, ESDs, other state agencies, and education and community partners to build capacity for improving schools and the public school system.
• Create Strong Team Culture and Conditions for Learning & Shared Leadership on the Assessment Team, Embedding Strong Supervision and Hiring Practices:
  • Develop opportunities for shared leadership and collaboration among the team, valuing collective voice and contribution.
  • Plan and facilitate regular team meetings to build collective vision, lead for the agency strategic equity plan, establish shared team goals, and review progress and milestones.
• Demonstrate commitment to leading for equity and the cultivation of equitable practices:
  • Participate and engage in efforts to further RADAR and agency‑wide development and implementation of equity goals.
  • Apply agency equity tools, such as the Equity Stance, Decision Tools, and Community Engagement Toolkit.

Minimum Qualifications (required)

Seven years of supervision, management, or progressively related experience; OR four years of related experience and a bachelor’s degree in a related field.

Preferred Skills & Knowledge (Desired Attributes)

• Demonstrated knowledge of K‑12 systems, challenges, and opportunities at the building and district levels:
  Experience working directly in leadership positions in K‑12 settings at the building and/or district level using different types of data to support essential work such as assessment implementation,…