Under the direction of the Chief of School Support and Leadership, the Associate Superintendent – Transformation and Continuous Improvement provides instructional leadership in the interface between schools and the executive cabinet.  Included in this leadership role is managing the major reform areas of the school system.  In addition, the Associate Superintendent directly manages Instructional Directors and other executive-level personnel, who provide direct support, leadership development and supervision to school principals.  The responsibilities include providing the vision, structures and accountability that drive transformation and continuous improvement within the system to improve teaching and learning by building the capacity of principals.

Oversees the development and implementation of transformation structures for continuous improvement within the division;

Leads the research and monitoring of innovative projects and programs;

Oversees the development and implementation of innovative models to enhance organizational structures;

Superintends the instructional capacity of schools and district leaders to ensure alignment and equity;

Oversees the strategic priorities and initiatives of the Chief of School Leadership and Support;

Oversees the ongoing improvement of processes through incremental and breakthrough improvement;

Monitors school improvement, leads the development and implementation of school and district leader professional learning, and monitors related data;

Collaborated with district leaders on important matters related to innovation and transformation for our highest needs schools;

Provides leadership towards the development and implementation of the district's strategic plan and major district reform efforts;

Ensures that schools execute system initiatives with fidelity;

Guides the instructional leadership development of with a particular focus on instruction, data analysis, intervention and developing capacity;

Collaborates with departments to provide the appropriate system resources that address the needs of schools; 

Responds to parent/community concerns and directs concerns to appropriate offices; and

Performs other duties as assigned.

Thorough knowledge of the Public School Laws of Maryland, the bylaws of the State Board of Education, and the policies of the Board of Education of Prince George's County;

Knowledge of school leadership development and reform efforts;

Ability to develop leadership objectives based on school performance and site-based data;

Ability to problem solve, develop creative solutions and make decisions with a high standard for accuracy and attention to detail;

Ability to provide leadership towards the innovation and implementation of the district's strategic plan;

Effective time management skills;

Ability to provide leadership, guidance, training and support to internal and external partners in the development and delivery of equity programs and tools;

Ability to develop work plans and training materials;

Ability to establish and maintain effective working relationships with school officials, employees, outside agencies and the general public;

Ability to use computer technology in an administrative and educational setting.

Excellent organizational ability and human relation skills; and

Demonstrated oral and written communication skills.

Master's degree from an accredited college or university with course work in educational administration, education, and curriculum development required; Doctorate preferred.  A minimum of three (3) years of previous experience as a school administrator in increasingly responsible positions required; previous experience as a school principal combined with central office leadership experience preferred.



Holds or is eligible for a Maryland Advanced Professional Certificate (APC) with Administrator II endorsement; holds or is eligible for Superintendent’s endorsement.



Oversees and provides guidance to assigned personnel.



The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.




The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.




None.