**Pending Board Approval**

The WISD's Mission is to educate, serve, and advocate with students, families, schools, and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can.

The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary- spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY:

The Coordinator of Assessment Literacy & Continuous Improvement provides countywide leadership to strengthen assessment literacy and advance continuous improvement practices across local districts. This role integrates formative and balanced assessment systems, data-informed decision-making, and improvement planning to help educators and leaders establish clear goals, gather and interpret meaningful evidence of learning, and use that evidence to drive equitable and sustainable improvement in teaching, learning, and systems.

Across their work the Coordinator of Assessment Literacy and Continuous Improvement brings a critical understanding of how assessment and improvement systems shape students' sense of themselves as capable, engaged learners — ensuring that data, structures, and supports are designed not only for compliance and technical soundness, but to give every educator and student the information and access necessary to reach academic excellence. The Coordinator will partner closely with colleagues, local districts, teachers, and community stakeholders to develop aligned K–12 systems; coordinate and facilitate professional learning; and coordinate county-wide professional learning network(s) focused on high-quality classroom assessment and continuous improvement practices.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Equity, Inclusion & Instructional Mindset

Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
Provides leadership, direction, vision and support for socially just, equitable, and inclusive instructional practices in the initiatives for which this position is responsible.

Assessment Literacy & Professional Learning:

Provides instructional leadership in the development of high-quality student assessment systems, including formative, summative, and interim assessments.
Provides leadership, direction, and vision for the advancement of assessment literacy across the county, aligned to the Michigan Assessment Consortium's definition and standards, with particular attention to the ways assessment can either expand or constrain student agency, identity, and engagement.
Designs and facilitates high-quality, job-embedded professional learning for educators and leaders focused on formative assessment, feedback, learning targets, success criteria, and student agency - helping teams examine assessment not only as a measurement tool but as a relational and identity-shaping practice in the classroom.
Coaches District and building teams to develop, implement, and refine balanced assessment systems that integrate formative, interim, and summative measures, while building critical consciousness about how assessment design and practice can perpetuate or disrupt inequity.
Supports educators in the meaningful use of classroom, local, and state assessment data to improve instruction, equity, and student outcomes.

Continuous Improvement & MICIP Support:

Serves as the WISD lead and technical contact for MICIP, providing guidance on platform use, compliance requirements, and alignment to District improvement planning, while supporting districts to move beyond compliance toward meaningful, equity-centered improvement.
Provides technical assistance for continuous improvement cycles with District and school leadership teams, using inquiry-based, equity-focused frameworks that surface root causes, centers student and educator voice, and examines the impact of systems, practices, and policies on historically underserved learners.
Coaches leaders and teams to develop goals, strategies, and measures that explicitly address opportunity gaps and promotes inclusive, culturally responsive instructional and organizational practices.
Supports districts in connecting improvement goals to instructional practices, professional learning, and multiple forms of evidence of student learning and well-being, with particular attention to disaggregated data and qualitative insights.
Collaborates with the Michigan Department of Education (MDE) and regional partners to ensure alignment with state accountability and compliance expectations, while advocating for improvement approaches that prioritize equity, belonging, and student-centered outcomes.

MTSS System Support:

Provides technical assistance to districts in the design, implementation, and refinement of Multi-Tiered Systems of Support through an equity-centered lens that examines access, opportunity, and outcomes for historically underserved student groups.
Coaches teams to use multiple sources of quantitative and qualitative data to identify student and systems-level needs, monitors progress, and evaluates the effectiveness of academic, behavioral, and social-emotional supports, with attention to disproportionality, bias, and the impact of policies and practices on historically marginalized learners.
Supports districts in developing MTSS processes that emphasize strengths-based, culturally responsive, and asset-oriented approaches, and that engage educators, students, and families as partners in problem-solving and support planning.
Aligns MTSS practices with balanced assessment systems and continuous improvement processes to ensure coherence, sustainability, and a shared focus on expanding access, belonging, and equitable outcomes for all students.

Data Use & Systems Integration:

Supports districts in accessing, interpreting, and using data systems and assessment platforms to inform instructional and systems-level decisions.
Collaborates with District and ISD staff to generate reports, dashboards, and data tools that promote transparency and actionable insights.
Promotes ethical, equitable, and responsible data use practices that center student learning and well-being.

Collaboration & Leadership:

Partners with local districts, ISD teams, and regional/state agencies to strengthen countywide systems for assessment and continuous improvement.
Contributes to cross-departmental initiatives aligned with WISD’s strategic priorities, including equity, inclusion, and social justice.
Models and promotes collaborative, reflective, and strengths-based approaches to leadership and service.

General Responsibilities:

Demonstrates excellent customer service and a district-centered, solutions-oriented approach.
Maintains regular, predictable attendance and participates in required meetings and professional learning.
PERFORMS OTHER DUTIES AS ASSIGNED BY THE SUPERVISOR.

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE:

Master’s degree in education, Assessment, Educational Leadership, Curriculum & Instruction, or a related field - required.
Three (3) to five (5) years of experience in teaching required as well as experience in coaching, school improvement, MTSS, assessment, or District/ISD-level support.
Demonstrated experience leading professional learning and facilitating adult learning in educational settings.
Experience supporting continuous improvement processes, strategic planning, or systems-level change - preferred.
Familiarity with MICIP or comparable continuous improvement platforms and compliance processes.
Possesses a deep understanding of formative assessment practices, balanced assessment systems, and assessment literacy.

CERTIFICATES & LICENSURE:

Michigan teaching certificate - required.

LANGUAGE SKILLS:

Demonstrates ability to read, analyze, and interpret periodicals and professional journals.
Demonstrates ability to write reports, business correspondence, and procedure manuals.
Demonstrates ability to effectively present information and respond to questions from groups of educators, stakeholders, and the general public.
Demonstrates ability to facilitate effective group processes.
Demonstrates ability to express self clearly, both orally and in writing.

TECHNICAL SKILLS:

Demonstrates ability to use a personal computer (PC) in a networked environment to utilize the Internet and other electronic communications mechanisms such as email conferencing or bulletin boards.
Demonstrates proficiency with digital communication and productivity tools, including word processing and presentation software, spreadsheet, databases and data systems, as well as shared digital workspaces.
Demonstrates working knowledge of MTSS frameworks and data-based problem-solving processes.
Exhibits proficiency with common prductivity and data tools (e.g., Microsoft Office, Google Workspace, stuended information systems, and data/assessment platforms.
Demonstrates ability to use technology to support program management, data analysis, communication, and instructional design.

REASONING ABILITY:

Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Demonstrates ability to interpret and apply a variety of instructions furnished in written, oral, diagram, or schedule form.
Demonstrates ability to manage complex, multi-phase projects and meet deadlines.
Demonstrates ability to analyze and interpret multiple sources of data to inform instructional and systems-level decisions.

INTERPERSONAL SKILLS:

Demonstrates strong facilitation, coaching, and communication skills with diverse stakeholders, including teachers, administrators, and district leaders.
Demonstrates commitment to equity, inclusion, and culturally responsive practices.
Demonstrates ability to work effectively and collaboratively with other departments, agencies, and individuals.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee may be required to be outdoors for periods of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

May require occasional travel to meet with partners or attend events. Some evenings or weekend hours may be required for events or student support.

FUNCTIONS OF POSITION DESCRIPTION:

This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment.

The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

TERMS:

Contract, salary and other employment conditions to be established by the Board of Education as reflected in the Non-Affiliated Staff Manual. Starting salary ranging (dependent upon experience) from $87,653 - $107,724.

Washtenaw Intermediate School District is a drug-free workplace.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.