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Chicago Public Schools (CPS) is the third-largest school district in the United States, serving over 320,000 students in 500+ schools and employing nearly 44,000 people, most of them teachers.  CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life.  In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity.  Six core values are embedded within these commitments – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.

 Reporting to the Chief Officer of the Office of College Career Success, the Executive Director, the Office of Social Emotional Learning (OSEL) will lead the strategic direction and staff of OSEL toward a vision of ensuring all students are supported and engaged in their schools and develop lifelong culturally-affirming social emotional competencies. The Executive Director will oversee all human and financial resources necessary to implement and continuously improve the department’s strategic plan.

 Key strategic priorities include:

• Developing supportive school climates with high levels of relational trust
• Building capacity of school staff to promote students’ social emotional skills development in culturally affirming ways through explicit SEL curricula and integrated SEL/academic instruction
• Fostering staff mindsets and capacity to respond to student behaviors compassionately, equitably, and restoratively

 The Executive Director, Social and Emotional Learning will be held accountable for the following responsibilities:

• Lead the development and continuous improvement of the OSEL strategic plan in alignment with district vision and Chief Education Office priorities, as well as cutting-edge expertise/best practices from the SEL field at large
• Direct, progress monitor, and continuously improve the implementation of district-offered and school-based social emotional supports, including:
• • Supportive school climate development 
  • Evidence-based SEL curricula and instructional approaches (i.e. Second Step, PATHS, etc.)
  • Systems for referring, assessing, and progress monitoring SEL interventions (i.e. Behavioral Health Teams)
  • Evidence-based SEL interventions (i.e. cognitive behavioral therapy, trauma-related interventions, social skills interventions, etc.)
  • Restorative community-building and disciplinary practices
  • Trauma-sensitive school supports
  • Districtwide disciplinary processes (i.e. student adjudication review of serious behaviors and identification of appropriate response/interventions)
• Set and monitor progress toward Key Performance Indicators (KPIs) that align with the district’s vision, including: 
• • Number of schools meeting criteria under the district’s Supportive Schools certification process
  • Implementation rates of evidence-based social emotional interventions and the progress of students participating in interventions 
  • Suspension rates for all students and specific subgroups 
  • 5 Essentials survey data
  • Attendance
  • Other critical metrics 
• Lead and manage a team by providing supervision, mentorship, and performance management. 
• Effectively manage the operational budget to ensure equitable and impactful allocation of social emotional resources
• Foster partnerships with key community and philanthropic stakeholders to garner external financial and programmatic support for OSEL goals
• Partner with Academic and Network offices across the district to align SEL goals to district and Network priorities, and create cohesion in school improvement efforts
• Support schools, networks, and Central Office staff in problem-solving and identifying appropriate resources to support social, emotional, or behavioral issues that arise 
• Oversee the review and refinement of district policies related to social and emotional learning, including the Student Code of Conduct
• Seek continuous improvement of personal professional knowledge bases and practice; remain actively engaged daily in self-reflective practices and seek continuous feedback from peers, colleagues, and supervisor(s) to identify and execute opportunities to improve upon accountabilities
• Other duties and workstreams as assigned 

In order to be successful and achieve the above responsibilities, the Executive Director, Social and Emotional Learning (OSEL) must possess the following qualifications: 

 Education Required: 

• Bachelor's degree from an accredited college or university is required
• Master’s degree in Education, Social Work, or a related field is preferred

 Experience Required: 

• Minimum of seven (7) years of professional experience working with or on behalf of adolescents and youth in an urban setting with a focus on social emotional learning, restorative disciplinary practices, behavioral health, or related fields
• Minimum of three (3) years of leadership experience managing a team of direct reports in education or social services, preferably in a large urban setting, is required
• Extensive experience directing complex projects or programs with multiple teams, while meeting regular deliverables and engaging in continuous improvement
• Evidenced success in leading culturally and educationally diverse teams
• Experience coaching, leading professional development, and supporting the implementation of SEL strategies in schools

Knowledge, Skills, and Abilities:

• Deep knowledge of effective SEL strategies in CPS and nationally, and a foundational belief in the OSEL vision and mission
• Deep knowledge of effective implementation and continuous improvement processes
• Demonstrated ability to build trusting, collaborative relationships among groups, coach and lead others, and develop respect among peers
• Ability to collect, analyze, and present data to drive innovation and improvement required
• Strong leadership and team building skills, e.g. ability to develop high-performing teams united around a clear vision for serving schools and achieving student success
• Ability to articulate a vision, set high standards, and effectively team members and leaders in the realization of expectations set
• Highly effective communicator with the ability to develop supportive consultative relationships with a wide range of district, Network, and school leaders, classroom teachers, and other stakeholders
• Deep knowledge of best practices in Multi-Tiered Systems of Support to meet students’ social and emotional needs 
• Cultural competency and ability to navigate and promote sensitivity to issues of race and equity
• Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously.
• Strong analytical, time management, organizational and interpersonal skills
• Passion and urgency for social-emotional learning as a key lever to improving the educational experiences and lives of students and families in Chicago.

Conditions of Employment

As a condition of employment with the Chicago Public Schools (CPS), employees are required to:

·      Establish/Maintain Chicago Residency- Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district.

·      Be Fully Vaccinated or Submit to Weekly COVID-19 Testing- Employees are required to be fully vaccinated within 30 days of their hire date. Full vaccination is defined as at least two weeks after your second shot of a two-shot vaccination course, or at least two weeks after a one-shot vaccination course. Unvaccinated staff must submit to weekly testing.