https://alumnijobs.cofc.edu Latest ALUMNI CAREER CENTER Jobs Sat, 30 May 2026 09:42:30 Z https://alumnijobs.cofc.edu/jobs/rss/22275406/deputy-superintendent https://alumnijobs.cofc.edu/jobs/rss/22275406/deputy-superintendent Pittsburgh, Pennsylvania, JOB DESCRIPTION SUMMARY Under the direction of the  Superintendent , the  Deputy Superintendent  provides executive leadership to ensure that Pittsburgh Public Schools’ operational and instructional systems, resources, and processes are strategically aligned to advance student achievement and organizational excellence.  The Deputy Superintendent serves as the Superintendent’s chief integrator, responsible for ensuring cohesion between academic priorities and district operations. This role provides leadership across both instructional and operational divisions, ensuring that teaching and learning priorities are supported through effective management of people, resources, facilities, technology, and data. The Deputy Superintendent oversees and integrates the work of key executive leaders, including but not limited to the Chief of Human Resources, Chief of Finance, Chief of Operations, Chief of Technology, Chief of Data, Research, and Evaluation, Assistant Superintendents and designated academic leadership. The Deputy Superintendent serves as a key member of the Executive Cabinet and is accountable for advancing districtwide initiatives, including instructional improvement, operational effectiveness, school reconfigurations and facilities plannings. This position ensures that operational decisions directly support academic goals, equitable access, and improved student outcomes across the district. The Deputy Superintendent acts on behalf of the Superintendent, as delegated, and serves as a strategic thought partner in the planning, implementation, and monitoring of the District’s strategic priorities. WORK MONTHS 12 ESSENTIAL FUNCTIONS 1.     Provide vision, leadership, oversight, and accountability to ensure instructional and operational departments function cohesively in direct support of the District’s academic priorities and strategic plan. 2.     Partner closely with academic leadership to ensure alignment between operational systems and teaching and learning needs at the school and District levels. 3.     Support the Superintendent in developing and implementing the District’s strategic direction, with a focus on instructional excellence, operational efficiency, equity, and student outcomes. 4.     Serve as the Superintendent’s designee, acting on behalf of the Superintendent as assigned. 5.     Directly hire, supervise and evaluate the performance of the Chief of Human Resources, Chief of Finance, Chief of Operations, Chief of Technology, and Chief of Data, Research, and Evaluation. 6.     Establish clear expectations, goals, and accountability structures for departments   to ensure progress toward District priorities. 7.     Foster collaboration across instructional and operational departments to eliminate silos and strengthen integrated service delivery to schools. 8.     Build leadership capacity among executive team members to strengthen organizational effectiveness. 9.     Ensure the design and implementation of efficient, effective, and sustainable systems and processes that support schools and central office operations. 10. Oversee large-scale initiatives and cross-functional projects that impact multiple schools ,  departments, and stakeholders. 11. Ensure that fiscal, human capital, facilities, and technology resources are aligned and optimized to support student learning. 12. Lead and oversee implementation of districtwide operational initiatives and improvement strategies. 13. Lead and oversee the development, execution and implementation of the District’s Future Ready Facilities Plan or similar initiatives; ensuring that the decisions are informed by enrollment trends, instructional needs, data, equity considerations, and long-term sustainability. 14. Collaborate with internal and external stakeholders to manage complex facilities initiatives with transparency and strategic intent. 15. Leverage data, research, and performance management systems to monitor key benchmarks and indicators related to organizational performance and student achievement, informing decision-making to improve efficiency, effectiveness, and student outcomes. 16. Establish accountability structures to monitor operational effectiveness and instructional outcomes. 17. Ensure continuous improvement processes are implemented across schools and departments. 18. Ensure operational strategies and resource allocations support the District’s equity goals and contribute to closing opportunity and achievement gaps. 19. Promote culturally responsive practices and inclusive decision-making across all schools and departments. 20. Establish structures and processes that prioritize support for underperforming students and schools. 21. Provide strategic guidance and leadership to support Superintendent priorities and Board goals. 22. Participate as an active member of the Executive Cabinet, collaborating with central office leaders to advance District-wide initiatives. 23. Build strong relationships with internal and external stakeholders, including school leaders, staff, families, community partners, and governing bodies. 24. Other relevant duties as assigned by supervisor in support of the department’s or school’s goals and objectives and the District’s mission and Superintendent’s Priority Goals. EDUCATION REQUIRED ·      Master’s degree from an accredited institution in one of the following or a closely related field: Educational Leadership or Administration; Public Administration; Business Administration; Organizational Leadership; Human Resources, Operations Management. Doctoral degree preferred. CERTIFICATION/LICENSURE REQUIRED Superintendent’s Letter of Eligibility YEARS OF EXPERIENCE ·    Minimum of 10 years of progressively responsible leadership experience. ·    Experience in large, urban school districts or similarly complex organizations preferred. ·    Executive-level leadership experience strongly preferred. KNOWLEDGE, SKILLS, & ABILITIES ·      Demonstrated experience leading large-scale educational or organizational improvement efforts. ·      Experience leading both instructional and operational functions in a complex organization. ·      Proven ability to lead through change, manage complexity, and establish credibility with diverse stakeholders. ·      Demonstrated ability to align operations with instructional priorities. ·      Strong analytical and problem-solving skills with attention to detail. ·      Strong leadership skills with experience supervising senior-level leaders and building organizational capacity. ·      Demonstrated ability to analyze, interpret, and apply data to inform strategic decisions and goal setting. ·      Strong project management skills, with the ability to prioritize, delegate, and manage multiple initiatives simultaneously. ·      Strategic and analytical thinking with a solutions-oriented, problem-solving mindset. ·      Excellent oral, written, and interpersonal communication skills. ·      Experience working effectively with diverse communities and stakeholders. ·      Knowledge of urban school systems and the diverse cultures and backgrounds represented by the District’s population. ·      Deep understanding of school district operations, including finance, human resources, facilities, technology, and data systems. ·      Experience aligning operational functions with instructional priorities. ·      Strong understanding of performance management and continuous improvement systems. ·      Ability to influence, collaborate, and lead across departments without direct authority. ·      High level of professionalism, sound judgment, and discretion. ·      Technology proficiency, including Microsoft Office Suite (Word, Excel, PowerPoint) and related software applications. ·      Enthusiastic about the fundamental goal of advancing student achievement in an urban public-school district. ·      Value, demonstrate, and promote diversity, equity, and inclusion. WORKING CONDITIONS & PHYSICAL REQUIREMENTS The working conditions and physical requirements described here are representative of, but not limited to, those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodation may be made.  This is a senior executive position requiring strategic thinking, high-level collaboration, and accountability for districtwide outcomes. Evening meetings, extended hours, and community engagement is required. CITY OF PITTSBURGH RESIDENCY REQUIREMENT This position requires individuals to live within the territorial boundaries of the School District of Pittsburgh. If hired for this position, you will be required to establish residence within three calendar months of your hire date with Pittsburgh Public Schools.  Thu, 14 May 2026 12:15:08 -0400 https://alumnijobs.cofc.edu/jobs/rss/22275408/assistant-superintendent-for-instructional-leadership https://alumnijobs.cofc.edu/jobs/rss/22275408/assistant-superintendent-for-instructional-leadership Pittsburgh, Pennsylvania, JOB DESCRIPTION SUMMARY Pittsburgh Public Schools (PPS) employs over 4,000 individuals in various capacities to support the academic achievement and strength of character of the students we serve. At the Pittsburgh Public Schools, we aspire to be one of America's premier school districts: student-focused, well-managed, and innovative. We are committed to putting students first always, in all ways.    Under the direction of the Superintendent, the  Assistant Superintendent  will lead and supervise all activities assigned under this appointment and in support of all District strategic priorities, plans, and initiatives. This position serves as a liaison for schools, central office, and community partners in order to accomplish student success. The Assistant Superintendent will work closely with school leaders in focusing on instructional leadership.  WORK MONTHS 12 Months ESSENTIAL FUNCTIONS Operational Leadership and Accountabilities: 1. Implement all District equity initiatives in order to provide educational opportunities irrespective of race, color, religious creed, ancestry, disability, gender, or national origin. 2. Provide direct oversight, monitoring, and supervision of assigned school network and their leadership teams. 3. Engage in highly collaborative resolution techniques for all constituent concerns and/or complaints in accordance with District response times as directed by the Office of the Superintendent. 4. Conduct weekly site visits to schools and engage with direct reports and other appropriate school personnel and stakeholders to assess operational needs, identify and analyze problems, formulate solutions, and confirms resolution to ensure student success. 5. Prioritizes support and guidance to administrators, Principals, and staff members in times of operational emergency. 6. Provide guidance to staff on managing resources to support District goals and initiatives. 7. Collaborates with direct reports to ensure that all policies, procedures, and practices are effective and student-centered in order to achieve student promotion, graduation, and success. 8. Attends meetings of network Principals and Assistant Principals, School Performance Cabinet, Academic Cabinet, and any other meetings as designated by the Superintendent or as needed to achieve District goals and initiatives. 9. Participates in interviews and selection of Principals, supervisors, and/or other key positions as needed to ensure the quality of service to students and schools. 10. Evaluate Principals and/or direct reports in accordance with PULSE and current Performance Management practices and procedures. 11. Ensures policies, regulations, procedures, and practices are grounded in equity, inclusion, and access for student success. Instructional Leadership and Accountabilities: 1. Oversight, accountability for, and support for the implementation of strategic plan initiatives. 2. Establish priorities, set measurable goals for achievement, and engage in ongoing review of student data to improve student outcomes at the school and district level. 3. Support Principals and/or others in the annual review, development, and monitoring of school improvement plans. 4. Advise and direct Principals on implementation of the District's curriculum, instructional practices, and the improvement of instruction. 5. Support Principals in the planning, operation, implementation, and evaluation of instructional and school-based programs. 6. Conduct frequent classroom visitations with Principals and department leads to assess the implementation of curriculum in alignment with state standards, assessments, instructional practices, and assess instructional needs to establish plans for ongoing support and collaboration to maintain a culturally responsive learning environment. 7. Collaborate with the Curriculum and Instruction department and Office of Professional Learning in the development and delivery of the professional development opportunities provided to administrators and school-based staff to ensure alignment with the Superintendent Priority Goals. 8. Work with the Office of Data Research Accountability and Assessments to provide leadership in monitoring and reviewing data and work with department leads in using analysis to determine intervention and support for students and schools. 9. Assists and motivates others to identify appropriate professional development opportunities with the District. 10. Participate in professional growth experiences individually and with colleagues to stay abreast of current research and best practices in education. 11. Establish and maintain effective interpersonal and open communication skills that foster positive and productive working relationships with schools, families, the community, and other departments. 12. Other relevant duties as assigned by supervisor in support of the Department's goals and objectives and the District's mission and Superintendent's Priority Goals. EDUCATION REQUIRED - Master's degree in Education Leadership or other relevant discipline required; a terminal degree is preferred. CERTIFICATION/LICENSURE REQUIRED - Pennsylvania Department of Education-issued Superintendent's Letter of Eligibility. For more information on Pennsylvania (PA) Department of Education Certification Requirements visit the PA Department of Education’s Certification Types and Codes webpage. YEARS OF EXPERIENCE At least 5 years of increasingly collaborative school or District leadership and relevant supervisory experience preferred KNOWLEDGE, SKILLS, & ABILITIES - Demonstrated ability to work cross-functionally across a number of departments and engage multiple stakeholders, specifically school personnel, parents, and community members in working toward a common goal. - Proven ability to lead, grow and develop staff. - Demonstrated exceptional effective communication (oral and written) and interpersonal skills. - A demonstrated work ethic that promotes teamwork, enhances creativity and motivation, and builds consensus in a high-energy and high-task environment. - Demonstrated knowledge of change management and agility to establish credibility among team members including partners, peers, and executive leadership. - Budget and resource management skills, with a track record of completing projects and tasks on time and on budget. - Must possess strong analytical, time management, and organizational skills.  - Proven ability and understanding of professional duty and District policy to maintain confidentiality of records. - Demonstrated knowledge and understanding of all state and federal reporting regulations, policies and rules related to public education and school-accountability. -Ability to cultivate relationships with culturally, educationally, and racially diverse internal and external customers. - Value, demonstrate, and promote diversity, equity, and inclusion. WORKING CONDITIONS & PHYSICAL REQUIREMENTS The working conditions and physical requirements described here are representative of, but not limited to, those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodation may be made.  ·      Varies based on the needs of the department CITY OF PITTSBURGH RESIDENCY REQUIREMENT This position does not have a residency requirement. Thu, 14 May 2026 12:15:28 -0400 https://alumnijobs.cofc.edu/jobs/rss/22250953/vernon-ct-superintendent-of-schools https://alumnijobs.cofc.edu/jobs/rss/22250953/vernon-ct-superintendent-of-schools Vernon, Connecticut, EXECUTIVE OPPORTUNITY   An Invitation to Apply or Refer a Candidate for the Position of Superintendent of Schools Vernon, Connecticut   The Vernon Board of Education seeks dynamic and effective leaders as candidates for its Superintendent of Schools position.   About the Vernon School District The Vernon School District educates approximately 3,200 students from pre-kindergarten to grade 12 within  five elementary schools, one middle school and one high school. Vernon Public Schools are a top performing Alliance District, recently repeating their achievement of ranking first out of the thirty-six Alliance Districts in the state of Connecticut.  Additionally, three of Vernon’s schools were recognized as Schools of Distinction for outstanding growth or achievement based on Connecticut’s Next Generation Accountability performance results, and two of Vernon’s schools were awarded the National Blue Ribbon School award. Vernon hosts the ASTE program (vocational agriculture) that services ten surrounding towns. Vernon also provides continuing education for lifelong learning for adults through Vernon Regional Adult Education by joining several districts in the local region to offer adult education for adults seeking to complete their GED, earn a high school diploma, learn English, obtain US Citizenship, and enrich their education through arts, career pathways, technology, exercise, and personal development.  The district is especially proud of its student diversity.   The Vernon Public Schools, in partnership with family and community, are committed to provide a quality education, with high expectations, in a safe environment, where all students become independent learners and productive contributors to society. The Vernon School District focuses on three main goals: To build and improve relationships and partnerships with family and community, to increase the achievement of every student through high quality curriculum, instruction and assessment and to promote safe environments that are socially, emotionally, and physically conducive to learning.   The Vernon Board of Education consists of nine (9) members elected by voters residing within the district’s boundaries. Board Members serve two- or four-year terms without pay. While candidates run for a vacancy associated with one of the two political parties (i.e. Democrat or Republican), members do not represent specific groups; rather, each represents Vernon Public Schools at-large.   About the Vernon Community Vernon is an eighteen square mile suburban community with approximately 30,500 residents located in Tolland County. Vernon’s proximity to Hartford, easy access to major highways like Route 84, and mix of suburban restaurants and shops are balanced by beautiful walking trails and outdoor activities. The University of Connecticut and Manchester Community College are nearby, and many residents of Vernon are employed by local healthcare, precision manufacturing, and aerospace employers.   About the Position The Board seeks a strong educational leader with a demonstrated record of attaining results in student achievement.  Demonstrated competency in the following areas are of importance to the Vernon Board of Education: Strong communicator, decisive decision maker and effective delegator A builder of trust and capacity throughout the school community Expertise in the areas of teaching and learning Understands the importance of balance when considering the needs of students and limits of finances   Working cooperatively with the Board of Education, the superintendent will: Project a vision that strengthens the academic experience for all students Focus on the ongoing improvement of student achievement Promote a district-wide safe climate and culture that allows students to flourish and to grow intellectually, emotionally, and socially   The Vernon Search Committee is in the process of engaging its stakeholders in a comprehensive needs assessment, consisting of an online survey and community focus groups, that will help prioritize the qualities, characteristics, skills, and experiences most desired in its next superintendent. Meanwhile, the search committee seeks to raise interest and thoughtful consideration among potential applicants. Please consider this opportunity to serve as Superintendent of Schools in this special district and community.   Connecticut Superintendent certification (093) or immediate eligibility for such is required. The projected salary package for the position is $230,000-$285,000, depending upon the qualifications and experiences of the successful candidate.   For more information, please contact:    Vonda Tencza, Vernon Superintendent Search, NESDEC, 28 Lord Road, Marlborough, MA 01752; Phone: 508-481-9444; Email: search@nesdec.org   To access the application, please visit https://www.nesdec.org/ and click on the Executive Search tab or go to: https://www.applitrack.com/nesdec/onlineapp/   The application deadline is May 29, 2026 and review of applications will begin immediately thereafter.  Candidates selected for initial interviews can expect contact after June 15, 2026, with anticipated first round interviews held on June 22 and June 24. Final round interviews will be conducted on June 29, 2026 with an anticipated appointment on July 6, 2026. The start date for the new superintendent will be negotiated but no later than October 1, 2026. Mon, 04 May 2026 12:03:09 -0400 https://alumnijobs.cofc.edu/jobs/rss/22235675/superintendent-twin-rivers-unified-school-district-mcclellan-park-california https://alumnijobs.cofc.edu/jobs/rss/22235675/superintendent-twin-rivers-unified-school-district-mcclellan-park-california McClellan Park, California, Position Description for Twin Rivers Unified School District, McClellan Park, California   The Twin Rivers Unified School District Board of Trustees is seeking an effective leader and fully qualified Superintendent. The Board wishes to have the successful candidate assume the responsibilities of the position on July 1, 2026.   McPherson & Jacobson, L.L.C. , Executive Recruitment and Development, in collaboration with the California School Boards Association, has been engaged as the consultant in a search for outstanding candidates. They will assist the Board of Trustees in identifying and screening the candidates.   Apply online at:  www.macnjake.com   Enrollment: 25,140 students   Location: McClellan, California   Salary Range: $335,000 - $370,000   The Qualifications:   The candidate must have the background, skills, and abilities essential for excellence in educational leadership. The Board recognizes that selecting a superintendent is one of the most important decisions it will make. The Board desires candidates who have a proven ability and demonstrated accomplishments for the following position criteria:   Visionary Educational Leader The ideal superintendent is a bold, student-centered educational leader who places academic excellence and equity at the heart of the district's mission. This leader brings deep expertise in curriculum, instruction, and assessment, and is well-versed in research-based reading and writing practices. They understand the science of reading and can lead the implementation of culturally responsive, inclusive, and high-expectation instructional models. Grounded in data-driven decision-making, the superintendent is committed to closing the persistent achievement and opportunity gaps that affect Twin Rivers students — particularly in math and English/language arts, where district proficiency rates trail statewide averages. This leader aligns district-wide goals with school-level strategies and classroom practices, ensuring coherence and shared accountability across all 45 schools. The new leader also engages in the skillful, high-leverage, and balanced application of learning technology in classrooms. They advocate strongly for continued growth and development of signature district programs: college and career readiness — including CTE pathways, dual enrollment with American River College, and advanced placement programs — and invest in targeted interventions for struggling students. As the district's lead learner, this superintendent develops aligned professional learning that supports teacher growth, while modeling inclusivity, professionalism, and a belief that every Twin Rivers student can thrive in a culture of high achievement and innovation.   Equity Leader The ideal superintendent is an equity-centered leader who has the moral courage and systems thinking necessary to make bold, data-informed decisions through a clear equity lens, in alignment with the district’s Strategic Equity Plan. Culturally competent and experienced in serving diverse communities, this leader actively addresses opportunity and achievement gaps — especially for Twin Rivers' English Language Learners, socioeconomically disadvantaged students, foster youth, students of color, and students with disabilities. With a strong track record of dismantling systemic barriers related to language, ability, income, and geography, this superintendent ensures that resources, programs, and supports are equitably distributed across all schools and communities. This includes ensuring access to high-quality programming in arts, STEM, special education, and dual-language instruction. The leader recognizes and maximizes the impact on services to special needs students through the district’s own SELPA. The leader values and embraces the district's remarkable multicultural community, including many recent arrivals and refugees from global regions under strain, and demonstrates the ability to engage effectively with families from every background. Deeply committed to educational justice and ensuring that all students, regardless of status, are safe and welcome in the district’s schools, this leader leads with compassion, integrity, and urgency — and brings others along on the journey toward equity rather than working in isolation. The board expects that trends that have certain subgroups of students academically outpacing similar students in nearby districts will continue and expand, eliminating the achievement gap.   Effective Fiscal and Operational Leader The ideal superintendent is a fiscally responsible leader with the expertise to develop and implement long-range financial and educational plans that directly support student achievement. They possess successful experience managing multi-hundred-million-dollar budgets, navigating California's Local Control Funding Formula (LCFF) and Title funding structures, and overseeing bond programs and capital investment portfolios. Given Twin Rivers' historic enrollment decline — from approximately 37,000 students at merger to roughly 24,140 today — the superintendent must have a credible, creative strategy for enrollment stabilization and continued fiscal sustainability, and will capitalize on new housing in portions of the district experiencing growth. This leader demonstrates a deep understanding of fiscal fundamentals, including maintaining healthy reserves, addressing deficit spending risks, and making transparent, data-driven allocation decisions. They must be skilled and transparent in navigating the district's classroom spending threshold question and the fiscal vulnerabilities from the Highlands Community Charter situation. As a skilled problem solver in collective bargaining, facilities management, and day-to-day operations, this superintendent brings high integrity and a steady focus on long-term organizational health while maintaining the flexibility to respond to pressing immediate challenges.   Ethical Communicator and Collaborator The ideal superintendent is an inclusive, ethical, and courageous communicator who actively listens, values diverse perspectives, and builds strong, trusting relationships throughout the district and its communities. With exceptional verbal, written, and digital communication skills, this leader engages transparently with the Board, staff, students, families, bargaining units, and the broader community. Given the board's recent tensions — including public fractures during the teacher strike — the superintendent must be a skilled board relationship builder who fosters trust, supports the board's governance role, and establishes a productive, collaborative working relationship with all seven trustees. Culturally competent and emotionally intelligent, this leader fosters collaboration, navigates differences with respect, and leads difficult conversations — especially around educational equity, fiscal constraint, and labor relations — with clarity and purpose. They model civic engagement, create space for families and community members to be meaningfully involved in schools, and hold themselves and others to the highest standards of integrity and accountability.   Student-Centered Leader The ideal superintendent is, above all, an educator who keeps students at the center of every decision. This leader reimagines student success broadly — nurturing physical health, social-emotional well-being, academic achievement, and creative development — and ensures that programming reflects the whole-child philosophy that has long been a strength of Twin Rivers schools. This next leader embraces and protects vulnerable populations like students with special needs, immigrant and refugee students, and the historically underserved,  maintaining a sense of welcoming and safety for all. This superintendent empowers students, families, and staff to be active participants in a transparent decision-making process. They are committed to programs that give students agency over their learning, including project-based learning, student advisory groups, and expanded extracurricular opportunities. Recognizing that Twin Rivers students demonstrate achievement in diverse ways, this leader ensures that both traditional metrics and qualitative indicators — student surveys, listening sessions, and community feedback — inform district strategy. This leader is relentless in their belief that every Twin Rivers student, regardless of zip code, immigration status, language background, or economic circumstance, is capable of extraordinary achievement. PREFERRED QUALIFICATIONS AND REQUIREMENTS Master’s degree required; Doctoral degree preferred in Education, Educational Leadership, or a related field Valid California Administrative Credential, or the ability to obtain one preferred Multilingual — bilingual in Spanish is strongly preferred, given the district's student demographics Successful experience and continuity as a teacher and leader at the classroom, site, district, and executive cabinet levels (superintendent, assistant/associate/deputy superintendent) preferred Unified school district (Pre-K to 12, Adult Education) experience preferred Demonstrated experience leading in high-need, high-diversity school communities preferred Experience with collective bargaining, labor-management relations, and trust-building with employee organizations preferred Demonstrated track record of improving student academic outcomes, particularly for underserved populations preferred Experience with a district SELPA and its operations on behalf of special needs students preferred Experience managing large budgets, bond programs, and multi-year capital plans preferred Familiarity with California's LCFF/LCAP framework, charter school authorizing, and state education law preferred Valid California Driver’s License, or the ability to obtain one required   Search Timeline: Closing date for applications: June 1, 2026 Board of Trustees selects finalists to interview:  June 8, 2026 Interviews with the Board of Trustees: June 15 – 16, 2026 Selection of new Superintendent: June 23, 2026 Start date: July 1, 2026   Contact information:                 McPherson & Jacobson, L.L.C.                 11725 Arbor Street, Suite 220                 Omaha, NE 68144                 888-375-4814                 Email: apps@macnjake.com   School Website:        https://www.trusd.net/     Consultants:   William Spalding                         Ruben Aurelio                                Twin Rivers Unified School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, religion, color, sex, age, national origin, or disability and, when needed, will provide reasonable accommodations to applicants and employees. Anyone requesting reasonable accommodation in the application or recruitment process please contact McPherson & Jacobson at the address/phone/email above.     PREFERRED QUALIFICATIONS AND REQUIREMENTS Master’s degree required; Doctoral degree preferred in Education, Educational Leadership, or a related field Valid California Administrative Credential, or the ability to obtain one preferred Multilingual — bilingual in Spanish is strongly preferred, given the district's student demographics Successful experience and continuity as a teacher and leader at the classroom, site, district, and executive cabinet levels (superintendent, assistant/associate/deputy superintendent) preferred Unified school district (Pre-K to 12, Adult Education) experience preferred Demonstrated experience leading in high-need, high-diversity school communities preferred Experience with collective bargaining, labor-management relations, and trust-building with employee organizations preferred Demonstrated track record of improving student academic outcomes, particularly for underserved populations preferred Experience with a district SELPA and its operations on behalf of special needs students preferred Experience managing large budgets, bond programs, and multi-year capital plans preferred Familiarity with California's LCFF/LCAP framework, charter school authorizing, and state education law preferred Valid California Driver’s License, or the ability to obtain one required   The Twin Rivers Unified School District Board of Trustees, McClellan Park, California is seeking an effective leader and fully qualified Superintendent. Salary Range: $335,000 - $370,000 Apply online at: www.macnjake.com Closing date for applications: June 1, 2026 Tue, 28 Apr 2026 15:44:00 -0400