Assistant Director of Learning & School Culture

Assistant Director of Learning & School Culture

Job : 5700058 Final date to receive applications: Posted until filled Posted: May 08, 2026 12:00 AM (UTC)
Starting Date: Jul 1, 2026

The Assistant Director of Learning & School Culture, in close collaboration with the Director and other members of the campus leadership team, is responsible for supporting high-quality teaching and learning, fostering a joyful and restorative school culture, and ensuring developmentally appropriate systems and practices that support the success of all students. This role serves as both an instructional and culture leader for the Early Childhood campus, supporting teachers in creating inclusive, engaging, and academically rigorous classroom environments grounded in strong relationships, responsive practices, and student-centered learning.

The Assistant Director actively supports the implementation of instructional systems, social‑emotional learning, restorative approaches, and tiered student supports while also partnering with teachers through coaching, observation, feedback, and evaluation processes. In alignment with the district’s mission and instructional vision, the Assistant Director helps cultivate a campus community where students feel safe, known, challenged, and supported, and where teachers are developed through consistent coaching and feedback focused on continuous growth.

• Supports the implementation of high-quality instructional practices aligned to district curriculum, instructional priorities, and early childhood best practices
• Partners with teachers to create developmentally appropriate classrooms that maximize student engagement, independence, language development, play, inquiry, and foundational skill development
• Conducts regular classroom observations, walkthroughs, and learning walks to monitor instructional quality, classroom culture, and student engagement
• Provides actionable coaching and feedback to teachers to strengthen instructional delivery, classroom management, student discourse, and social‑emotional learning practices
• Supports teachers in implementing effective classroom systems, routines, transitions, and learning environments that maximize instructional time and student success
• Supports the analysis of student learning data and collaborates with teachers and instructional teams to identify trends, instructional priorities, and intervention needs
• Contributes to the campus instructional leadership team and supports implementation of school improvement priorities
• Collaborates with district instructional leaders, coaches, and student support teams to ensure alignment between academic, behavioral, and social‑emotional supports

• Supports the development of a joyful, welcoming, and restorative school culture grounded in high expectations, strong relationships, and developmentally appropriate practices
• Develops and maintains systems, routines, and expectations that support student safety and positive behavior across classrooms and common spaces
• Supports teachers in implementing responsive classroom practices and social‑emotional learning routines that foster belonging and emotional regulation
• Collaborates with staff to create inclusive learning environments that support diverse learners and affirm student identities
• Supports campus‑wide systems related to arrival, dismissal, recess, lunch, transitions, and other shared spaces
• Partners with families proactively and responsively to build strong home‑school relationships centered on student success
• Assists in planning and facilitating school‑wide events, celebrations, family engagement opportunities, and community‑building activities
• Supports the implementation and monitoring of SEL curriculum, behavioral supports, and restorative practices across the campus

• Supports implementation of tiered systems of support (MTSS/RTI) related to academics, behavior, attendance, and social‑emotional learning
• Participates in and/or co‑leads student support meetings to identify student needs, develop intervention plans,…