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Head Start Program Director Jobs in Raleigh, NC (NOW HIRING)

InstantServe LLC

Program Director- Expert

Raleigh, NC · On-site

Question3How soon can your candidate start if selected for this opportunity?Question4Candidates submitted above the hourly Vendor Rate of $$$$ may not be considered for this assignment. Do you agree ...

East Coast Migrant Head Start Project

Teacher

Bailey, NC · On-site

$20 - $26/hr

... Head Start classroom environment. Qualifications: * Child Development Associate (CDA) or state ... Collaborate with other teachers and staff to develop and improve educational programs * Participate ...

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All JobsHead Start Program JobsHead Start Program Director JobsHead Start Program Director Jobs in Raleigh, NC

Head Start Program Director information

See Raleigh, NC salary details

$28.7K

$76K

$133.2K

How much do head start program director jobs pay per year?

As of Jul 11, 2026, the average yearly pay for head start program director in Raleigh, NC is $76,008.00, according to ZipRecruiter salary data. Most workers in this role earn between $51,500.00 and $89,900.00 per year, depending on experience, location, and employer.

What is the difference between Head Start Program Director vs Head Start Center Supervisor?

AspectHead Start Program DirectorHead Start Center Supervisor
CredentialsBachelor's degree in early childhood education or related field; experience in program managementHigh school diploma or associate's degree; experience in early childhood education or supervision
Work EnvironmentOversees multiple centers or programs, administrative settingManages daily operations of a single center, direct supervision of staff
ResponsibilitiesProgram planning, compliance, staff management, community relationsStaff supervision, classroom quality, parent engagement, daily operations

The Head Start Program Director typically oversees multiple centers and handles administrative and strategic responsibilities, requiring higher credentials. In contrast, the Head Start Center Supervisor manages daily operations at a single center, focusing on staff and classroom quality. Both roles are vital but differ in scope and level of responsibility.

What are the key skills and qualifications needed to thrive as a Head Start Program Director, and why are they important?

To thrive as a Head Start Program Director, you need expertise in early childhood education, program administration, and regulatory compliance, typically supported by a bachelor's or master's degree in education or a related field. Familiarity with Head Start Performance Standards, ChildPlus software, and grant management systems is essential. Strong leadership, communication, and problem-solving skills help in managing staff, building community partnerships, and ensuring program quality. These competencies are crucial for delivering high-quality educational services to children and families while maintaining compliance with federal and state requirements.

What is a Head Start Program Director?

A Head Start Program Director is responsible for overseeing the operations of a Head Start program, which provides early childhood education, health, nutrition, and parent involvement services to low-income children and their families. The director manages staff, ensures compliance with federal and state regulations, develops program policies, and oversees budgets and grants. Their goal is to ensure that children are prepared for school and that families receive the support they need. This role also involves collaborating with community organizations and engaging with parents to strengthen program outcomes.

What are some common challenges faced by Head Start Program Directors, and how can candidates prepare for them?

Head Start Program Directors often navigate challenges such as balancing compliance with federal regulations, managing diverse teams, and ensuring high-quality early childhood education for all children served. Candidates should be prepared to implement effective systems for staff supervision, budget management, and community engagement. Developing strong organizational, communication, and problem-solving skills is essential for addressing these challenges and fostering a positive, supportive environment for both staff and families.
What are popular job titles related to Head Start Program Director jobs in Raleigh, NC? For Head Start Program Director jobs in Raleigh, NC, the most frequently searched job titles are:
What job categories do people searching Head Start Program Director jobs in Raleigh, NC look for? The top searched job categories for Head Start Program Director jobs in Raleigh, NC are:
What cities near Raleigh, NC are hiring for Head Start Program Director jobs? Cities near Raleigh, NC with the most Head Start Program Director job openings:
Head Start Program Director jobs near you
Executive Director of Student Success and Federal Programs

Executive Director of Student Success and Federal Programs

Chapel Hill-Carrboro City Schools

Chapel Hill, NC • On-site

Full-time, Contractor

This job post has expired today. Applications are no longer accepted.

Chapel Hill-Carrboro City Schools rating

7.3

Company rating: 7.3 out of 10

Based on 5 frontline employees who took The Breakroom Quiz

186th of 572 rated elementary and secondary schools

Job description

Position Type:
Administration - District/Executive Director of Student Success & Federal Programs
Date Posted:
5/19/2026
Location:
Lincoln Center
Date Available:
07/01/2026
Chapel Hill- Carrboro City Schools Job Description
Job Title: Executive Director Student Success &
Federal Programs
Salary Schedule: Local Administrator Salary
Schedule; CHCCS Salary Page
Reports To: Chief of Staff and School Leadership
Salary Grade: Executive Director
Work Location: Lincoln Center
FLSA Status: Exempt
Work Schedule: 12 Month
Position Summary
This position provides strategic leadership for wellness, school climate, social-emotional learning, behavioral support, wraparound services, greater sense of belonging, extended learning opportunities, and proactive programs across the district to address the holistic needs of students and families.
The role supports the district's commitment to prioritizing social-emotional well-being, fostering a strong sense of belonging, and expanding wraparound support for students and staff to ensure all members of the learning community have the resources needed to succeed. Responsibilities include the supervision, direction, and evaluation of personnel and programs related to social work, mental health specialist, and other related student support services. The employee evaluates program effectiveness and collaborates with internal departments, external agencies, and neighboring school systems to implement innovative practices and strengthen student support initiatives. A key focus of the position is to proactively improve school discipline practices and reduce disciplinary incidents across the district and improve school wide culture.
Additionally, this role provides leadership, guidance, and oversight for all federally funded programs by ensuring compliance with federal, state, and local laws, regulations, and policies. Responsibilities include reviewing and submitting Title I and PreK/Head Start school and program plans and budgets; conducting site visits to monitor documentation and program implementation; preparing grant applications to secure federal funding; monitoring grant expenditures; and developing reports related to program outcomes and fiscal accountability.
The position also supports the implementation of behavioral prevention and intervention practices aligned with the CHCCS Community Code of Character, Conduct, and Support. The employee assists in developing and implementing policies and procedures that promote positive school climates, including oversight of Title IX student supportive measures, policies and regulations.
Additional responsibilities include assisting with the daily operations of the department, including student discipline, expulsions, denials of admission, and supervision of Intervention Services staff; providing guidance to school administrators on discipline and truancy matters; and maintaining ongoing communication with families and community stakeholders regarding district policies and practices related to student discipline and support services.
Essential Duties
  • Leads short and long term planning for social and emotional learning as aligned in the district's Strategic Plan
  • Respond to calls/inquiries/emails and disseminate information about federal programs;

communicate with all stakeholders, including parents and community members.
  • Prepares the grant applications to receive federal funds to implement the Title I and Prek/Head Start Programs; monitors and maintains records of grant expenditures; creates summary reports, as needed.
  • Oversees McKinney Vento Programming for the district
  • Respond to calls/inquiries/emails and disseminate information about federal and elementary instructional programs; communicate with all stakeholders, including parents and community members.
  • Prepares the grant applications to receive federal funds to implement the Title I and Prek/Head Start Programs; monitors and maintains records of grant expenditures; creates summary reports, as needed.
  • Authorizes the purchase of supplies and equipment for Title I schools and the PreK/Head Start Program.
  • Oversees Title IX programming and student support (professional learning will be provided)
  • Coordinates student identification process for intervention programs with school administrators, counselors, and other appropriate school-based staff
  • Provide direct support and assistance to schools in strengthening intervention programs and practices to support the academic, social and emotional capacity of every student
  • Designs and facilitates professional training and in-services to support the implementation of social and emotional learning for students and adults
  • Consults with school administrators concerning the needs of students
  • Engages and informs parents and families about SEL and ways to promote SEL at home
  • Responsible for input, compilation and completion of monthly and annual program reports to the Chief of School Support and school administration
  • Serves as a resource for prevention and intervention programs
  • Identifies evidence-based behavioral strategies for use in school settings and supports school administration in monitoring the effectiveness of implementation and application of strategies
  • Consults/confers with school staff for the purpose of assisting students placed at risk in achieving their educational career, personal/social needs and goals
  • Assists in the referral of students and families experiencing difficulties to community agencies for specialized behavioral services
  • Participates in the evaluation process as it relates to prevention and intervention, supports, programs and activities
  • Prepares District bulletins, memorandums, and other publications regarding the District's Prevention & Intervention programs; prepares reports for presentation to the Board of Education, other school personnel, and outside agencies
  • Attends training and educational programs in the area of school discipline, student child wellness, MTSS, Restorative Practices, prevention and education when appropriate
  • Work with the district webmaster to publicize announcements and events through the district website
  • Perform related duties as assigned by supervisor
  • Maintain compliance with all company policies and procedures

Education/Experience Requirements
  • Bachelor's degree in an educational related field
  • Three years of teaching experience required, counseling or social work required
  • Masters in School Administration required
  • Experience in working with elementary and secondary students is strongly recommended
  • Experience in working with school staff to problem solve and create learning supports for students who have challenges with academics, social and emotional behaviors and with racially diverse backgrounds

Physical Requirements
  • Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards
  • Ability to maintain regular, punctual attendance consistent with the ADA,FMLA and other federal, state and local standards

Disclosure
This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual's ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.
Approved By:Date Created/Revised: 5/8/2026

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