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Director Curriculum Analyst Jobs (NOW HIRING)

University of Utah

Assoc Dir, Education

Campus, IL

$68K - $75K/yr

The Associate Director oversees daily operations, staffing, and procedural workflows within their ... analyzing course evaluations and feedback, and recommending enhancements to optimize curriculum ...

University of Utah

Assoc Dir, Education

Campus, IL

$68K - $75K/yr

The Associate Director oversees daily operations, staffing, and procedural workflows within their ... analyzing course evaluations and feedback, and recommending enhancements to optimize curriculum ...

WHIN

Director of Curriculum and Assessment

New York, NY · On-site

Specifically, a Director of Curriculum and Instruction at WHIN is responsible for: * Managing the ... Keen analytical problem solving skills * Ability to work well on a team and communicate effectively

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How much do director curriculum analyst jobs pay per year?

As of Jul 3, 2026, the average yearly pay for director curriculum analyst in the United States is $94,614.00, according to ZipRecruiter salary data. Most workers in this role earn between $75,000.00 and $111,500.00 per year, depending on experience, location, and employer.
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Central Office - Director of Middle/High Curriculum and Instruction (SY 26-27)

Smyth County Public Schools

Marion, VA • On-site

Full-time

Posted 4 days ago

Job description

Position Type:
Administration/Director / Central Office Admin
Date Posted:
6/29/2026
Location:
Central Office
JOB TITLE:
Director of Middle/High Curriculum & Instruction
LOCATION: Central Office
PAY GRADE: Administrative Level 1
IMMEDIATE SUPERVISOR:
Superintendent
FLSA STATUS: Exempt
General Definition of Work:
Responsible for middle and high instructional supervision (6-12), overseeing school division testing programs; collection, analysis, and reporting of student performance data; provides management over a variety of complex technical administrative and instructional user applications; works collaboratively with the Director of Elementary Curriculum and Instruction to meet departmental and division goals and measurable targets.
Essential Functions:
  • Responsible for the development and implementation of federal or state aid programs;
  • Provides instructional supervision for all middle and high schools in the division;
  • Serve as instruction leader with oversight of curriculum development and alignment to state standards;
  • Support all aspects of district instructional and curriculum integration of technology;
  • Seek and share curriculum and instruction practices from other schools, school divisions, and professional journals;
  • Oversees the administration of all testing programs including state, federal and local testing;
  • Monitors division and school compliance with state regulations and procedures concerning test security and administration;
  • Assists central office administrators, principals, and guidance counselors in interpreting the state's Standards of Quality and Standards of Accreditation;
  • Assists and supports principals, testing coordinator, and teachers in analyzing and interpreting student performance data;
  • Examine and develop graduation requirements and other educational standards and develop appropriate recommendations for revision consistent with district goals and within state requirements;
  • Advises instructional administrators, principals, and lead teachers on development of division assessments and tests;
  • Interpret the present curriculum and proposed curriculum changes to the Board, the administration, the staff, and the general public;
  • Summarizes and reports student performance data to the School Board, Superintendent, division and school personnel, and community groups;
  • Monitor textbook and supplementary materials selection used in middle and high educational programs in the district;
  • Direct the creation of and edit for publication all curriculum guides and materials prepared by and to be distributed among the middle and high instructional staff.;
  • Coordinate and monitor staff development and in-service activities for the middle and high education staff;
  • Reports school and student performance data and provides support for the development of courses of action for division and school improvement;
  • Assists in collecting and interpreting a broad variety of student performance measures for the public, staff and School Board;
  • Assists with the preparation and creation of the school instructional calendar;
  • Make recommendations pertaining to policy and procedure to the Superintendent;
  • Submits reports to the Superintendent, Principals, School Board, and Virginia Department of Education;
  • Directs the analysis and reporting of the following student data: ACT, Advanced Placement, Dual Enrollment, PSAT, SAT, SOL, and other assessment data;
  • Directs the review and approval of internal and external research projects;
  • Uses appropriate student database management systems, spreadsheets, and statistical analysis packages for collection and analysis of data;
  • Demonstrate leadership in the application of technology across the curriculum;
  • Provides additional support for the Special Education Director and Gifted Program as needed and as assigned by the Superintendent;
  • Conduct Individualized Education Plan (IEP) meetings, eligibility meetings, and other meetings associated with special education as/if needed;
  • Participate in the interview and selection process of the instructional staff as appropriate;
  • Co-coordinate the New Teacher Orientation programs and activities of new teachers and administrators;
  • Participate in the supervision process of beginning teachers through classroom observations and conferences;
  • Conduct observations of any teachers placed on an improvement plan;
  • Counsel with principals and teachers on matters of district-wide concerns in order to help improve their effectiveness;
  • Serve on district-wide committees as needed;
  • Establish an open line of communication with the community;
  • Supports and collaborates with schools and teachers;
  • Develop and monitor remediation and intervention programs that improve student achievement including summer programs;
  • Participate in the planning of professional development aligned to school and division improvement goals;
  • Attend Board meetings and prepare such reports for the Board as the Superintendent may request;
  • Act in the absence of the Superintendent when so designated; and
  • Performs other tasks as assigned

Knowledge, Skills and Abilities:
Must have a comprehensive knowledge of curriculum, instruction, assessment, special education, gifted education, state and federal laws, regulations and procedures related to school accreditation, graduation requirements, testing, and retention of student records. Must exhibit strong leadership attitude in support of school division goals. Be able to demonstrate ability to write clear and concise reports, to establish and maintain effective working relationships with school division personnel, and demonstrate conceptual skills and problem solving capabilities. Be able to plan and supervise the work of test coordinators, present highly complex and technical information in a clear and meaningful way to a wide variety of audiences, and prove ability to think 'outside the box. Possess strong organizational, communication (oral and written), and human relations skills, and have an enthusiastic commitment to student learning.
Education and Experience:
Master's degree in educational leadership is required. Must have or be qualified for a valid Virginia teaching license and either endorsement in administration and supervision or appropriate supervisory credential from the Virginia Department of Education. Experience as a middle/high building level administrator (Principal or Assistant Principal) with instructional supervision is required.
Physical Conditions and Nature of Work Contacts:
Work is typically performed in an office setting primarily sitting at office equipment and files. Frequent operation of computer office equipment is required. Frequent travel to school sites throughout the county and occasional statewide travel is required. Regular handling of boxes of testing materials and score reports weighing in excess of 50 pounds is required. Attendance at meetings outside the normal duty hours is frequently required. There is regular involvement with the superintendent, directors, coordinators, principals, and teachers. Usually there is need to motivate, establish rapport, gain support, persuade or influence individuals or groups. Contacts often require tact and discretion. Contacts with state and federal agencies, the Smyth County School Board, advisory councils, faculties, students, parents, and the public are regularly required.
Evaluation:
Performance will be evaluated annually according to School Board policy.

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