Chief Learning Officer Jobs in Connecticut (NOW HIRING)

Chief Academic Officer (C131-2526)

Superintendent of Schools and CEO

Directors, Assistant Directors, and Support Staff—Certified/Non‑Certified

The Chief Academic Officer will plan, coordinate, and supervise the Pre‑K‑12 instructional program with an emphasis on content standards, supporting educators throughout the district in improving student academic achievement.

The Chief Academic Officer will have primary responsibility for ensuring that the Office of Academics, Office of Schools, Office of Special Education, Office of Student Support Services, Office of Strategic Partnerships & Fund Development, and Office of Performance and Accountability implement systems for continuous improvement in the design, delivery, and evaluation of curriculum, instructional practices, multi‑tiered systems of support, and learning pathways that support the success of all students.

This work includes the development of effective teaching, learning, and assessment practices within the construct of the district instructional vision, oversight of state and federal requirements, and monitoring of programmatic and policy effectiveness.

The Chief Academic Officer will maintain a relentless focus on data to manage performance and outcomes, and an unwavering commitment to accelerating equity and organizational excellence in support of the overarching priorities of Hartford Public Schools: Whole and Healthy Students, Expansive Learning and Opportunity, Skilled and Diverse Teams, and Operational and Management Excellence.

• Plans, coordinates, and supervises the Pre‑K‑12 instructional program with a focus on content standards and student achievement
• Oversees the implementation of effective teaching, learning, and assessment within the construct of the district instructional vision and best practices in pedagogy
• Implements and supports curriculum, instructional and support services, and assessments to meet the needs of students in regular, special, multilingual, and gifted and talented education
• Implements a multi‑tiered system of support that covers the entire continuum of services and delivery, including: special education, social work, psychology, speech and language pathology, college and career readiness, multilingual learners, and gifted and talented education, etc.
• Drives efforts and implements policies to develop robust, valid, and reliable assessments aligned to state standards and the district Portrait of a Graduate
• Partners with the Office of Schools and Office of Performance Accountability to ensure schools engage in regular continuous improvement cycles using data to analyze and revise practice

• Supervises and evaluates Executive Directors of Instruction, Executive Director of Special Education, Executive Director of Student Support Services, Directors in the Department of Teaching & Learning, Executive Director of the Office of Strategic Partnerships & Fund Development, and Sr. Executive Director of Performance and Accountability
• Plays an active role with the Cabinet and Executive Cabinet to support the implementation of the district's strategic operating plan, ensuring that all curriculum and instructional leaders across the organization function as an integrated team
• Provides professional learning to senior leaders to create the conditions for leaders to lead for learning district‑wide
• Creates a culture of high engagement and expectations with principals and other administrators during professional learning activities
• Assists principals in the development of appropriate professional learning for faculty and staff
• Ensures design and delivery of effective professional learning for all employees in alignment with the Strategic Operating Plan

• Ensures alignment of instructional, human, and financial resources with the district's priorities and strategic plan
• Provides input and progress monitoring for school improvement plans and ensures alignment with the district strategic operating plan
• Embeds family and community engagement in all departmental initiatives
• Maintains partnerships with critical stakeholders, including parents and guardians, teachers, principals, union leadership, higher education, business leaders, and associations
• Serves as the Superintendent's designee in school improvement planning, policy implementation, and community relations
• Acts as the Superintendent's designee for schools relative to special status designations — including Commissioner's Network, Alliance grants, and similar, including representing the district at the state level

• Collaborates with the Office of Finance and Office of Talent Management regarding budget and talent priorities, budget formation, budget adjustments, and management of the impact to schools
• Develops and implements a fiscally responsible sustainability plan for the departments
• Ensures alignment of financial resources with system priorities and strategic goals
• Other responsibilities as assigned by the Superintendent

• Advanced degree in Educational Leadership or a related field required
• Minimum of eight (8) years of experience in educational leadership
• Demonstrated record of achievement in an urban school district and up‑to‑date familiarity with developments and trends in teaching and learning

• Strong working knowledge of formative and summative assessment, curriculum, and professional development, with a track record of leveraging these tools to drive differentiated instruction and student achievement
• Experience and knowledge in the development and implementation of Pre‑K through grade 12 curriculum, instruction, assessment, and professional development
• Expertise in the use of educational technology systems to create accountability systems and facilitate student learning
• Extensive knowledge of all aspects of school district operations
• Proven ability to evaluate effectively and provide detailed, instructionally focused feedback
• Ability to effectively manage budgets

• Reform‑minded, innovative thinker and leader with an unwavering focus on students first
• Deep understanding of the urban school system environment and a genuine commitment to improving student achievement
• Passionately believes that all students can achieve at high levels
• Demonstrates cultural competence and a deep understanding of and empathy for the issues facing urban families
• High standards of ethics, honesty, and integrity

• Strong writing, communication, and presentation skills with the ability to motivate and inspire a diverse set of stakeholders toward a common goal
• Tailors message effectively for the audience, context, and mode of communication
• Actively listens to others and effectively interprets others' motivations and perceptions
• Builds consensus and resolves conflicts; exhibits willingness to have difficult conversations
• Exceptional interpersonal skills with demonstrated success navigating complex environments while building and maintaining relationships, particularly in times of growth and change
• Skillfully navigates existing political structures and systems

• Understands how various systems and departments interact to achieve long‑term goals
• Understands systematic continuous improvement processes
• Makes decisions using data and technological resources
• Takes initiative to solve problems and create stakeholder buy‑in
• Identifies and prioritizes mission‑critical issues with alignment of people, time, and resources
• Offers innovative solutions to seemingly intractable problems
• Exhibits a strong focus on goals and results; sets clear metrics for success
• Thrives in an achievement‑oriented and fast‑paced environment
• Removes barriers or obstacles that make it difficult for principals to achieve their goals and ensures that school leaders have the resources they need to succeed
• Demonstrates excellent execution and project management skills, including attention to detail, ability to balance the big picture with detailed steps, and ability to manage multiple projects under tight deadlines

• Motivates, inspires, and moves other adults to action to achieve ambitious goals
• Skilled at re‑envisioning, building, and managing a team, especially in a time of growth and change; excellent at identifying talent and leveraging each person's skills and contribution
• Builds coalitions and works collaboratively with diverse stakeholders at all levels, including district personnel, students, families, communities, and advocacy groups
• Establishes clear expectations, deliverables, and deadlines
• Sets clear agendas and facilitates effective meetings
• Ability to train, supervise, and evaluate staff from different backgrounds and skill sets

Connecticut Intermediate Administrative Certification (092) is required; Superintendent of Schools (093) is preferred.

Not Applicable

This position is a twelve‑month position, and salary is by individual employment contract. The salary range is $175,000 to $195,000.

To be considered, all internal and external applicants must fully complete a Hartford Public Schools’ online application, which can be accessed through our Applicant Tracking System, Nimble, at https://app.hirenimble.com/jobs/hartford. Internal candidates should use a personal email address when applying. Please do not use your hartfordschools.org email. Upon submission, candidates’ applications and supporting documents will be reviewed. Candidates who advance through the initial review will be invited to next steps in the selection process.

Position Subject to Available Funding

An Equal Employment Opportunity and Affidative Action Employer, M/F/V/D