Executive Director Translational Jobs (NOW HIRING)

Job Location: Las Vegas, NM 87701

Position Type: Full Time -Reg

Education Level: PhD

Job Category: Staff

Rooted in a community-based approach, the ICLRLT is developing a Pathways to Equitable and Thriving Communities model that asks three key questions: (1) How do we identify equity research methods and pedagogies? (2) How are we supporting thriving communities? and (3) What are the unique cultural and geographical needs of Northern New Mexico? Central to the model is the translation of research into action.

Through community‑engaged research, the ICLRLT works to address social equity concerns of Heritage, Tribal, Pueblo and Nation rural and remote northern New Mexico communities and engage them in the research process toward decolonization and sovereignty.

Through its research and expert storytelling, the ICLRLT will inform public education and health policies, influence decision‑makers, and promote the adoption of Pathways to Equitable and Thriving Communities.

The ICLRLT is committed to sharing its research with the public. The organization supports a strong communications program for developing educational materials, conducting workshops, training, and working in collaboration with the VP of Communications and media outlets to promote its latest research and successes. In collaboration with the Provost and VPAA this work will offer insights with the potential to inform schools and colleges of emerging trends in New Mexico.

The institute blends strong internal talent with external expertise. The Institute’s current 21‑person staff include accomplished and experienced professionals in project management, administration, finance, communications, and fundraising. Its leadership team currently includes Primary Investigators of the Institute of Culturally and Linguistically Responsive Learning & Teaching (ICLRLT) research portfolio, the NTIA ALGEA project, the Problems of Practice (PoPs) Summits/Mini‑Summits, Assessment & Accreditation, the Center for Education and the Study of Diverse Populations (CESDP) and an emerging Center for Literacy and Reading.

With the support of an ICLRLT SUP Advisory Committee and reporting to the NMHU Dean, SOE, the Executive Director provides direction for all aspects of the ICLRLT, setting a forward‑looking agenda for advancing the Institute’s mission and sustaining funding. This leader must routinely exercise discretion and judgment regarding the administration of all internal ICLRLT operations and the management of key external relationships. The Executive Director should be able to articulate the Institute’s mission and vision to all stakeholders, communicate the ICLRLT’s research results effectively to the community and decision‑makers, secure funding for the ICLRLT’s operations and growth, and ensure the overall programmatic and fiscal integrity of the organization.

The Executive Director will be expected to engage the ICLRLT SUP Advisory Committee, staff, and financial sponsors in partnership with the Offices of Grants and Contracts and the NMHU Foundation in the regular assessment of organizational goals and priorities. They will oversee budgeting decisions to support the objectives of the strategic plan, monitoring progress toward successful implementation. The Executive Director also consults with the ICLRLT SUP Advisory Committee on the creation and adaptation of policies related to fulfilling the ICLRLT’s overall mission. Those policies are then presented for approval by the NMHU Dean, SOE and the Board of Regents.

Internally, the Executive Director guides and motivates the ICLRLT’s leadership team, consisting of five directors, as well as ICLRLT’s five professional Faculty in Residence researchers and other staff. Through regular evaluation and appropriate training, this leader encourages staff growth and cultivates a staff ethos that mirrors the organization’s commitment to quality, credibility, and impact. The Executive Director ensures that the ICLRLT adheres to all professional and quality standards and legal requirements, including those related to sponsored research funding and the research and review process in collaboration with the Office of Grants and Contracts and internal IRB committees.

The Executive Director maintains clear communication channels with the NMHU Dean, SOE, ICLRLT staff, financial sponsors, and NMHU constituencies, among other stakeholders, and participates in the communication of the ICLRLT’s findings to a wide range of public and private audiences.

As the fiscal manager for the ICLRLT, the Executive Director develops and administers the organization’s operating budget and ensures proper management of all institutional funds. To this end, the Executive Director establishes and fosters productive external relationships with private and government sponsors that support the ICLRLT’s research initiatives. To ensure continued success of the ICLRLT’s funding model, this leader should sustain productive relationships with current sponsors while exploring other areas for revenue generation. The Executive Director, along with senior research and development staff, solicits funding through strategic grant‑writing and by cultivating relationships with individuals, corporations, government agencies, philanthropies, and other potential sponsors aligned with the ICLRLT’s mission.

The Executive Director will guide the ICLRLT through the creation of a strategic plan that addresses the ICLRLT’s most pressing internal needs and external focus areas, considering both an evolving political landscape and new opportunities for increased and widespread impact.

The ICLRLT’s talented and dedicated staff look to the Executive Director as a thought partner who inspires and empowers the team to support the ICLRLT’s important mission. The Executive Director must be actively engaged in listening to and guiding the staff’s collective passion and commitment and foster formal and informal mentorship structures to empower each generation of ICLRLT researchers and staff. The Executive Director will foster a collegial and supportive working environment that invests in the professional development of each staff member and provides opportunities for training, mentorship, growth, and recognition. In the current working environment that is both in‑person and virtual, the Executive Director will need to lead by example by having a strong in‑person presence, paying extra attention to ensuring that staff feel included and connected.

The Executive Director will be the champion for the ICLRLT’s action plan to promote diversity, equity, inclusion, and belonging both within the organization and in the Institute’s research and outreach. The Executive Director will assess progress regularly and ensure that measures are in place to support a safe and welcoming environment for all staff members and to continue to engage a more diverse research community. The ICLRLT is also committed to ensuring that its program expands and prioritizes public outreach to increase broader understanding of how its Pathways to Equitable and Thriving Communities can best serve historically marginalized groups. The Executive Director will support continued attention to these important topics.

The ICLRLT’s steady support from current sponsors enables its ability to provide credible and timely research to advocates and policymakers. The Executive Director will maintain and build upon these important relationships by taking the time to fully understand the goals, needs, and expectations of its sponsors, donors, and the broader stakeholder community. The ICLRLT’s leader must be capable of adroitly and creatively managing within a complex financial structure in which monies may be constrained by government fiscal policies. In addition, the Executive Director will anticipate funding shifts related to fiscal cycles, government regulatory and policy processes, industry dynamics, and evolving public interest and funding priorities. The Executive Director will navigate a diverse set of funding environments and will be entrepreneurial in building bridges with potential new funders. Guided by the ICLRLT’s mission and values, this leader will recognize and assess risks in seeking additional funding, anchoring the ICLRLT to its core objectives while advancing the organization’s priorities.

Fundamental to the ICLRLT’s success is the management of its relationships with critical external parties. The Executive Director will nurture relationships with researchers, policymakers, advocates, school districts, schools, and community groups and include staff in these external‑facing opportunities where appropriate. With an understanding of how heritage communities, full‑service community education and place‑based wraparound services inform policy actions, this leader will spend a great deal of time navigating relationships with a variety of public and private sector constituents, communicating regularly with the ICLRLT’s researchers, community leaders, and other stakeholders. The Executive Director must articulate the ICLRLT’s mission and goals compellingly to donors, granting agencies, and policymakers to ensure the ICLRLT’s continued funding and potential for impact. Additionally, the Executive Director will support existing Memorandums of Understanding with partner schools and school districts, facilitating improvement by supporting initiatives identified by these partners. MOUs should be evaluated and revisited on a yearly basis to ensure services are being provided to partnership schools.

• A doctoral degree or equivalent combination of training and experience in education, health, cultural studies, or a related field and an understanding of how research and technical information inform advocacy and public policy.
• 5 years of experience working in public schools.
• 5 years of experience in administrative roles in state‑funded educational organizations (IHEs, SEAs, HEDs).
• 5 years of experience in conducting research and service programming in rural and remote communities.
• 5 years of experience with translanguaging, Heritage, Pueblo, Tribal and Nation communities.
• 5 years of experience in conducting community‑based research with schools.
• 5 years of experience in culturally relevant and responsive education.
• 5 years of experience in working with diverse populations.
• 5 years of experience in supervising and evaluating others.
• Evidence of scholarly activity.
• Experience teaching at the university level.
• The ability to grasp the meaning of and communicate research findings to diverse audiences.
• Capacity to advocate for the ICLRLT and promote its mission and objectives to various constituencies.
• A tested leader, communicator, and fundraiser.

• A creative thinker able to set the strategic vision for an organization that straddles many fields.
• A demonstrated record of results related to the ICLRLT’s commitment to diversity, equity, and inclusion.
• Financial acumen and evidence of fiscal leadership in setting budgets and priorities as well as assessing organizational risk.
• Experience and an understanding of the responsibility of institutional fundraising and grantsmanship, along with a creative understanding of how to access and use various funding sources.
• Ability to provide decisive leadership while receiving insight and advice from diverse stakeholders.
• 10 years of experience in administrative roles in state‑funded educational organizations (IHEs, SEAs, HEDs).
• 10 years of experience teaching in a public school.
• Experience in conducting research and service programming in rural and remote communities.
• 10 years of experience with translanguaging, Heritage, Pueblo, Tribal and Nation communities.
• 10 years of experience in conducting community‑based research with schools.
• 10 years of experience in supervising and evaluating others.
• 10 years of experience in culturally relevant and responsive education.
• 10 years of experience in working with diverse populations.

• Demonstration of excellent written and communication skills.
• Demonstration of excellent SPSS, Excel, or other data analysis tools.
• Management skills to inspire and motivate staff, instill trust, and lead change.
• Proficiency in the integration of technology to support research, teaching and learning.