Job Overview
Position provides instructional leadership to ensure high-quality, rigorous, and equitable teaching and learning across all grade levels (K–8).  This role is responsible for:

• driving academic excellence aligned to WCCS accountability priorities, including increasing proficiency on NYS assessments
• strengthening foundational literacy in K–2
• accelerating growth for Students with Disabilities (SWD) and English Language Learners (ENL)
• ensuring consistent implementation of standards-based instruction across classrooms.

This role supports curriculum implementation, oversees academic intervention systems within MTSS/RTI, and ensures data-driven instruction that improves student outcomes across all content areas. They support the principal in achieving school improvement goals.

 

Key Responsibilities

Instructional Leadership & Curriculum Implementation

• Lead the implementation of rigorous, standards-aligned, culturally relevant curriculum across all grade levels (K–8).
• Lead implementation of instructional systems designed to increase Performance Index and proficiency rates (Levels 3 & 4) on NYS assessments.
• Support teachers in delivering high-quality Tier 1 instruction that is engaging, rigorous, and accessible to all learners.
• Monitor instructional quality through walkthroughs, coaching cycles, and formal/informal observations.
• Ensure strong implementation of core instructional practices, including higher-order questioning, student discourse, and student critical thinking.

Literacy & Numeracy Systems (K-8 Focus)

• Lead implementation of the Science of Reading-aligned literacy instruction in K–2 and beyond
• Set up systems through MTSS and RTI instructional block to meet the needs of students in grades 3-8 missing foundational literacy skills
• Support implementation of daily reading and writing blocks aligned to instructional expectations
• Strengthen math instruction through problem-solving, conceptual understanding, and student justification of reasoning
• Support the use of tools such as i-Ready, DIBELS, and curriculum-based assessments to guide instruction
• Design and oversee a comprehensive K–2 literacy framework grounded in the Science of Reading
• Use DIBELS and i-Ready data to: (1) Identify students below grade level, (2) Monitor progress toward benchmarks, and (3) Adjust Tier 2 and Tier 3 supports
• Set and track goals to decrease the percentage of students below the benchmark

Data-Driven Instruction & Assessment

• Lead schoolwide data cycles, including analysis of formative, interim, benchmark, and summative assessments.
• Facilitate regular data meetings with grade-level teams to: (1) analyze trends, (2) identify priority standards, and (3) plan and adjust targeted instruction and interventions
• Ensure teachers use data to group students, differentiate instruction, and plan reteaching.
• Develop systems for ongoing progress monitoring of student growth.

MTSS / RTI Academic Systems

• Ensure Tier 1 instruction is strong to reduce overreliance on Tier 2 and Tier 3 supports.
• Monitor the progress of intervention groups and ensure consistent data-based decision-making.
• Oversee the implementation and continuous improvement of the school-wide RTI/MTSS framework (K–8), coordination of Tier 1, Tier 2, and Tier 3 supports, progress monitoring, and collaboration with teachers.
• Collaborate with staff to ensure timely and effective academic support cycles.
• Ensure a fully implemented MTSS framework with clear systems for: (1) Tier 1 core instruction, (2) Tier 2 targeted interventions, and (3) Tier 3 intensive supports
• Coordinate targeted interventions for students performing below grade level in reading and/or math.

Staff Coaching & Professional Development

• Design and lead targeted professional development aligned to WCCS academic goals, including: (a) Science of Reading (K–2 focus), (b) standards-based instruction, (c) differentiation and scaffolding for SWD and ENL students, and (d) data-driven instructional practices
• Provide coaching, modeling, and feedback to ensure consistent, high-quality instruction
• Collaborate with school leadership to align instructional and cultural systems for maximum student engagement and time on task.

Assessment Systems & NYS Readiness

• Oversee preparation for NYS ELA, Math, and Science assessments through: (a) alignment of curriculum to tested standards, (b) use of released items and rigorous tasks, and (c) writing and literacy integration across content areas
• Ensure students are regularly exposed to grade-level rigor and assessment formats
• Develop interim assessments to assess students' growth quarter to quarter

WCCS Academic Accountability Priorities

• Drive schoolwide improvement in: (a) NYS ELA and Math proficiency rates, (b) K–2 foundational literacy outcomes (phonemic awareness, phonics, fluency, comprehension), (c) Student writing across all grade levels, (c) SWD academic growth and proficiency, and (d) ENL language acquisition and content mastery
• Develop interim/common assessments
• Analyze benchmark, interim/common, and state assessment data to identify trends and action steps.
• Develop and monitor targeted schoolwide academic action plans aligned to accountability goals.

Instructional Systems & Classroom Expectations

• Ensure consistent implementation of schoolwide instructional expectations regarding curriculum, instruction, and assessment across all classrooms.
• Support teachers in maintaining high academic rigor while increasing student engagement.
• Strengthen systems that reduce student opt-out and increase active participation.
• Support implementation of instructional routines that maximize instructional minutes and learning time.

Family & Academic Communication

• Support clear communication with families regarding student academic progress and interventions.
• Partner with families to support student learning goals and academic success.

Qualifications

• Master’s degree required (Education, Curriculum & Instruction, Educational Leadership, or related field preferred).
• Valid NYS Teaching Certification
• Valid NYS School Building Leader (SBL) or willingness to pursue certification.
• Prior experience in instructional leadership, coaching, or curriculum roles in K–8 settings.
• Strong knowledge of NYS standards, assessment systems, and instructional best practices.
• Experience supporting diverse learners, including SWD and ENL populations.
• Demonstrated success in improving student achievement in an urban school setting is preferred.

Depending on the credentials of hiree, this position may be hired as an Project Administrator or Assistant Principal. 

 

Employee Benefits

• Participation in the New York State Teacher Retirement System
• Supplemental retirement option
• Dependent Care and Health Care Flexible Spending Account options
• Health insurance benefit and salary determined through collective bargaining of the Buffalo Council of Superintendents and Administrators (BCSA)
• Afternoon, evening, and weekend programming opportunities for additional pay