Work Based Learning Jobs in Spokane, WA (NOW HIRING)

Job ID: 5790473

Application Deadline: Jul 05, 2026 11:59 PM (Pacific Standard Time)

Posted: Jun 18, 2026 7:00 AM (UTC)

Starting Date: Jul 1, 2026

POSITION: Director, Learning Options

SCHEDULE: 215-day contract

LOCATION: Learning Options

SUPERVISOR: Department Director

POSITION TYPE: Certificated Administrator

COMPENSATION: $141,166-$166,575/year depending on experience; supplemental compensation for PhD/EdD; monthly travel stipend; annual reimbursement for professional growth. Pay is annualized over 12 months.

BENEFITS: Medical, dental, vision, basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA); paid leave.

This Director position leads the Learning Options department, a collection of distinct options schools that provide pivotal learning experiences to district students and families. The director supports the programmatic development of each option school, supervises school staff and students, and is responsible for all state and federal reporting requirements for ALE. The director collaborates with the Learning Options team on best practices for innovative school models that align with the strategic direction of Cheney Public Schools and partners with students and families to build student‑centered learning communities that best meet the needs and goals of each student.

• Applies systems thinking to identify challenges, improve processes, and advance equitable outcomes for all students.
• Designs, implements, and continuously improves learning options programs, services, and supports that promote student access, participation, progress, and success.
• Uses collaborative problem‑solving strategies to build consensus, address complex issues, and achieve shared goals.
• Builds and sustains positive, trust‑based relationships with students, families, staff, and community partners.
• Demonstrates knowledge of alternative learning models, personalized learning, student engagement strategies, and educational choice programs to support effective instructional and program decisions.
• Applies evidence‑based and developmentally appropriate practices that meet the diverse learning, behavioral, communication, and social‑emotional needs of students.
• Demonstrates flexibility, reflection, and sound judgment when responding to changing needs and challenges.
• Creates learning environments where all children are supported, valued, and empowered to succeed.
• Fosters inclusive, culturally sustaining school communities that promote belonging and respect for all students.

• Provide exceptional instructional leadership to a community of dedicated and collaborative educators who are committed to ensuring that all children achieve success in school and life.
• Possess a passion for teaching and learning, a depth of knowledge of Alternative Learning models and a thorough understanding of instructional and intervention practices that support diverse learner contexts and learning approaches in support of the success of all students.
• Possess a passion for, and preferably experience with, Project Based Learning, Workshop Model, Homeschool partnerships, and/or microschool models.
• Ability to call upon previous leadership experiences and best practices in dynamic school communities with various student populations, languages, cultural backgrounds, and socioeconomic conditions.
• Demonstrate a high level of performance as a leader. Clearly communicate expectations to staff, provide support for staff to enhance their performance, and hold staff members accountable for achieving building and district goals. Demonstrate excellent personal relationship skills.
• Possess emotional intelligence to read the room, create positive relationships, and manage conflict.
• Demonstrate experience designing and implementing a school improvement plan using a collaborative process; one that establishes achievable goals which are responsive to state and federal guidelines while placing student interests at the center of decisions.
• Demonstrate knowledge of culturally competent instruction, assessment, and organizational development with an emphasis on Deeper Learning practices and homeschool.
• Demonstrate skill in staff leadership and group facilitation, including the ability to assess classroom instruction and to work effectively with teachers and support staff to improve instruction and classroom management with dynamic learners.
• Demonstrate knowledge of the Washington state standards and performance expectations, including Common Core State Standards and the Teacher Principal Evaluation Program, and the use of assessment to inform and guide instruction.
• Demonstrate creative thinking and problem solving to maintain high quality teaching and learning for all disciplines and programs K-12: including hybrid online, place‑based learning, project based learning, homeschool partnerships.
• Demonstrate experience creating a schedule that meets building and district goals, student needs, staff interests, and budget constraints. Possess the ability to make tough decisions and follow up with strong communication and thorough explanations.
• Possess a depth of knowledge about prioritizing investments in learning that contribute to student achievement; understand the benefits of non‑traditional education, parent education and outreach, and the importance of professional development for educators.
• Have high visibility at school events as well as throughout the school day and the ability to relate to students, staff and community members in a mutually respectful, supportive and collaborative manner. Attend to practices which will promote the school in our community, as well as invite and engage the community in the school.
• Maintain a safe and orderly learning environment by implementing effective and positive methods of student discipline in compliance with state laws and district policies.
• Support and implement a positive school climate based on the principles of Positive Behavior Interventions and Supports.
• Lead and support a school culture where students, parents, classified staff, and certified staff value all people: people of diverse backgrounds, people of diverse economic situations, and people of diverse cultural groups; value each member’s contribution to the school community.
• Demonstrate knowledge of Professional Learning Communities (PLCs) and the Four Questions that guide our collaborative work.
• Lead or actively participate in district‑wide resource work, grade level teams, community meetings, and parent groups to achieve specific objectives as directed by the assistant superintendent or superintendent.
• Understand and use technology to enhance teaching and learning, as well as administrative applications: Google Suite, MS Office, iObservation, and Skyward. Demonstrate a high level of organization and management skills.
• Evidence of knowledge of school‑related law, collaborative labor–management practices, and accommodation procedures for students with special needs.
• Prepare and administer a building budget within fiscal guidelines.
• Knowledge of categorical funding rules and regulations, and best practices in use of categorical funds to best support under‑served students.
• Assist with the IEP process as needed to support our Special Education Program.
• Provide leadership for activities during and outside the school day.
• Evaluate certified and classified staff.
• Participate in screening, selection, training, assignment, and reassignment of school staff.
• Strengthen business partnerships and PTO, as well as assist with increasing parent and community involvement.
• Other duties as assigned, including but not limited to district wide administrative responsibilities.

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service‑oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; possess emotional intelligence to read the room, create positive relationships, and manage conflict; may frequently support with distraught or difficult adults and children; may be required to work extended hours and days as needed to fulfill the responsibilities of the position.

While performing the duties of this job, the employee is regularly required to:

• Sit, walk, and/or stand for extended periods of time.
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting.
• Perform tasks such as talking and hearing, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch, and occasionally reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

While performing the duties of this job, the employee often remains indoors, however may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.

• Master’s Degree in Educational Administration or related field.
• Current Washington State Principal Certificate and/or Professional Administrator certificate.
• Successful leadership experience as a school administrator or comparable administrative/supervisory responsibility preferred.
• Five or more years of teaching and/or administrative experience, experience in alternative learning environments preferred.

• 215‑day contract; job responsibilities to commence on or about July 1, 2026.

• $141,166-$166,575/year depending on experience. Competitive benefits, supplemental compensation for PhD/EdD, and annual reimbursement for professional growth.

• Position opening announced: June 18, 2026.
• Deadline to receive application materials: July 5, 2026 11:59 p.m.
• Anticipated interviews: July 16, 2026.

• Completed online administrative application.
• Letter of application addressing the desired performance abilities (attachment).
• Resume (attachment).
• Four (4) current letters of recommendation to include immediate supervisor, staff member, colleague (upload in references section).
• Unofficial transcripts from most recent educational institution (attachment).
• Professional certificate (attachment).
• Essay response to the following questions (attachment):
• Tell us what "Learning Options" means to you and why leading learning options schools in our district is a role you seek.
• As a director of an options department that has three distinct schools and the possibility to grow, what vision do you have for what is possible in schooling and learning for students and families?

Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559‑4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559‑4507.

Position Type: Full‑Time

Salary: $141,166 to $166,575 Per Year

• At least 5 years of relevant experience preferred.
• Master degree preferred.

• Kelly Niccolls, Director, Teaching & Learning
• Learning Options
• Phone: 509‑559‑4535
• Email: kniccolls@cheneysd.org