Director of Curriculum (Learning Design and Practice PK-12)

• Master’s degree in Curriculum and Instruction, Instructional Systems Design, Learning Design, Educational Administration, or a closely related field.
• Valid Michigan Administrator Certificate or eligibility to obtain appropriate administrative certification as required by state regulations.
• Minimum of five (5) years of successful educational leadership experience at the school or district level.
• Demonstrated experience leading curriculum development, instructional improvement, and professional learning initiatives.
• Knowledge of curriculum design, standards-based instruction, assessment practices, and continuous improvement processes.
• Experience facilitating professional learning communities (PLCs), instructional coaching, and educator development programs.
• Demonstrated ability to analyze and utilize student achievement and instructional data to support decision-making and school improvement.
• Strong project management, organizational, and communication skills.
• Experience leading collaborative teams and building positive relationships with diverse stakeholders.
• Knowledge of Multi-Tiered Systems of Support (MTSS), intervention frameworks, and strategies for improving student outcomes.
• Evidence of successful leadership in diverse educational settings and commitment to outcomes for all students.
• Proficiency with educational technology platforms, curriculum management systems, and data systems.

Knowledge, Skills, and Abilities

• Deep understanding of curriculum design, instructional best practices, assessment literacy, and adult learning principles.
• Ability to develop coherent systems that align curriculum, instruction, assessment, professional learning, and student support structures.
• Strong facilitation, presentation, coaching, and consensus-building skills.
• Ability to lead complex initiatives across multiple departments and stakeholder groups.
• Strong analytical and problem-solving skills with a focus on continuous improvement.
• Ability to communicate effectively with educators, administrators, families, community members, and governing boards.
• Commitment to fostering a culture of collaboration, innovation, accountability, and excellence.

• Lead the development, implementation, and continuous refinement of a guaranteed and viable K–12 curriculum.
• Ensure vertical and horizontal alignment of curriculum, instruction, assessment, and learning outcomes across K–12 and core content areas.
• Develop, implement, and monitor a districtwide instructional framework that promotes high-quality Tier I instruction and student achievement.
• Oversee curriculum adoption, instructional resource selection, and implementation processes.
• Establish systems for identifying, prioritizing, and monitoring essential standards, learning targets, pacing, and instructional expectations.
• Design and implement comprehensive professional learning systems aligned to district priorities and instructional goals.
• Support instructional coaching, leadership development, and collaborative learning structures.
• Support instructional decision-making through the effective use of assessment and student performance data.
• Lead classroom walkthrough processes and instructional rounds.
• Maintain and enhance curriculum, instruction, and professional learning platforms and resources.
• Partner with school and district leaders to ensure consistency, fidelity, and effectiveness of instructional programs and initiatives.
• Monitor emerging educational research, best practices, and state requirements to inform district initiatives and continuous improvement efforts.
• Support grants and budget processes related to curriculum, instruction, professional learning, and district initiatives.

Key Projects Overseen

• Guaranteed and Viable Curriculum System
• District Instructional Framework
• Curriculum Adoption and Resource Management
• Professional Learning System
• Instructional Coaching and Leadership Development Model
• Curriculum and Instruction Digital Platforms
• Essential Standards and Learning Target Development
• Assessment and Instructional Alignment Processes
• Tier I Instruction Improvement Initiatives
• Grants and Budget Oversight
• Intervention and Enrichment Systems
• Instructional Walkthrough and Continuous Improvement Processes
• Curriculum Revision and Review Cycles
• Instructional Rounds
• Districtwide Teaching and Learning Strategic Initiatives

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position.

• Must be able to move throughout the building and campus, including classrooms, hallways, and outdoor spaces.

• Frequent verbal communication is required to instruct students, lead meetings, and collaborate with staff and families.

• May be required to stand or walk for extended periods, including during supervisory duties.

• Occasional bending, reaching, or sitting on the floor to interact with students.

• Regular use of computers and instructional technology for planning, instruction, and communication.

• Must be able to lift or carry instructional materials and supplies weighing up to 25 pounds.

• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.