Posted: September 01, 2011

NLNS Greater New Orleans seeks a facilitator of its Emerging Leaders Program. The facilitator will play a pivotal role
on the Greater New Orleans team. The facilitator will help design, and will implement all aspects of the Emerging
Leaders Program (ELP) that will serve approximately 40 teacher leaders, and assistant
principals. Launching in late summer 2011, ELP will be a nine-month program completed while participants are working in their schools. ELP will help create an internal principal pipeline for our partner schools.

The ELP facilitator will work closely with school-based leaders to develop their leadership skills and evaluate their readiness for the principalship through the following activities: virtual learning courses, in-person seminars, leadership projects at their schools, and constructive feedback from the facilitator and from peers. The facilitator of Emerging Leaders will also manage the process of evaluation of program participants and acceptance of a sub-group into the New Leaders Aspiring Principals program. This position requires regular communication and relationship building with diverse local and national staff, as well as external stakeholders, partners and participants. The ideal candidate for this position will have a strong background in facilitating adult-learning experiences and in helping adults grow their leadership skills

The facilitator has two central goals: ensure valuable leadership training to all participants, and ready
participants for NLNS’ Aspiring Principals Program, a year-long, full-time, intensive program in which graduates are trained to be urban principals.

Responsibilities

Curriculum Design and Delivery:
• Collaborating with the NLNS National Program Team to adapt the nationally-developed curriculum to fit the GNO context;
• Facilitating approximately 20 seminars for participants;
• Delivering seminar curriculum or, when necessary, recruiting experts to deliver curriculum;
• Facilitating ~12-14 online peer consultancies where participants share and give feedback on their practice through examination of personal practice videos and artifacts.
• Assessing participants’ performance on leadership projects performed at their schools and delivering constructive feedback;
• Tracking progress of all participants’ fulfillment of the requirements of the program and their development related to the Selection Criteria for admittance into NLNS’ Aspiring Principals Program;
• Fostering relationships amongst members that drive risk-taking, a willingness to be vulnerable, and accountability to the group.
• Observing and giving feedback to ELP participants

Partner Relations
• Developing and maintaining professional and productive relationships with ELP participants and their principals to ensure program effectiveness;
• Communicating about the progress of participants and the effectiveness of the overall program

Evaluation and Strategy
• Analyzing data, evaluating and giving feedback on the pilot program for a continual improvement cycle
• Data entry and documentation of all levels of the program cycle
• Serving as a thought partner to the leadership team, strategizing about how to refine the ELP design to fit partner needs and context, and meet program goals;

Qualifications

• Significant teaching experience and at least three years of leadership experience in an urban public school. Experience as a principal preferred.
• A track record of distinguished success in educational and organizational leadership.
• Experience in teaching and leading adults in a school-based setting
• Demonstrated success in delivering high-quality professional development
• Understands how to guide leaders to assess student learning, use data and articulate clear and compelling instructional expectations for the classroom and school settings.
• Ability and willingness to engage in difficult conversations
• Self-starter with ability to work independently and with supervision
• Technology savvy for web-based instructional techniques and tools
• A sense of urgency to achieve dramatic gains in student learning and close the achievement gap
• Commitment to education and to the New Leaders for New Schools mission, demonstrating the belief that every student, regardless of background, can excel academically