Job Description

　　The Education Secretariat is committed to equity and valuing the unique and diverse characteristics and experiences of every member of its workforce. We encourage an authentic workplace where colleagues show up as their full selves, and where collaboration, innovation, and connections are key to realizing our mission that all children, youth, and families thrive socially, academically, and economically. We seek teammates who are committed to promoting a diverse and inclusive work environment, where everyone is valued and engaged. We encourage you to apply and identify your strengths in these areas.

　　The Department of Elementary and Secondary Education (DESE) knows that our most important asset is our staff and that creating strong schools starts with recruiting the best talent. DESE continuously strives for a workplace that values a community of diverse talent where everyone works together to improve education for all students as outlined in our Educational Vision (mass.edu) We believe in diverse talent. A strong, innovative, and effective team has members with diverse experiences. We believe in, and work toward, equity for all protected classes. We are an Equal Opportunity/Affirmative Action Employer. Women, minorities, veterans, and people with disabilities are strongly encouraged to apply. Our staff have the chance to lead and support work that influences over 400 school districts that serve almost 1 million learners a year. We are committed to the success of our staff and support the growth of all employees. We offer a comprehensive benefit plan that includes medical, dental, and vision coverage and competitive salaries in accordance with individuals' experience and education. Careers at DESE also include a state pension plan.

　　The Center for Strategic Initiatives (CSI) coordinates and partners with stakeholders to identify, design, pilot, and elevate strategies that advance educational equity for Massachusetts students, particularly those who are traditionally or currently underserved. We are currently focused on three overarching priorities: 1) a diverse and culturally responsive workforce; 2) diversity, equity, and inclusion (DEI) policies and practices at DESE; and 3) direct efforts that promote equitable student access and outcomes. The Office of Educator Effectiveness, housed within Center for Instructional Support (CIS), works to create the conditions that support the preparation, development, and retention of a diverse and effective educator workforce so that all of our students thrive.

　　The Teacher Apprenticeship Program Manager (Manager) will work under the Center for Strategic Initiatives and will collaborate with the Center for Instructional Support, along with the Office of Educator Licensure, the Office of College, Career & Technical Educations, and the Office of Early College and others at DESE to develop and lead the MA Teacher Apprenticeship Program, a new initiative designed to diversify the teaching workforce in the Commonwealth through an intentional, supported pipeline for educators starting in high school. This is an ideal opportunity for an organized, detail-oriented, self-motivated individual who enjoys establishing new workforce development programs, project management, and rolling up their sleeves. The successful candidate will be responsible for coordinating the design and roll-out of a new program in partnership with a diverse set of internal and external partners, skillfully managing these relationships, balancing project management and individual contributions, problem-solving in novel situations, and excelling in a team environment.

　　The Teacher Apprenticeship Program is guided by two key rationales:

　　Rationale 1: Diversifying the Pipeline

　　In Massachusetts, several untapped or underutilized pipelines into teaching could have a significant and long-lasting impact on the diversity of the pipeline. The teacher pipeline loses most of its diversity early on, between the point of enrolling in college and the decision to take the Comm/Lit MTEL. In MA, more than half of the diversity gap between K-12 students and those who become teachers emerges when these students graduate from college (Policy Brief - Racial Diversity in Teacher Pipeline - Feb 2023 (harvard.edu), Rucinski, 2023). The most significant barrier to improving diversity in the teacher workforce is attracting potential teachers to start the certification process. Apprenticeship programs that invest in potential teachers early on and provide them with an accessible, cost-effective, local pathway into teaching can bridge this gap.

　　Rationale 2: Cultivating an Effective and Sustainable Staffing Pipeline (focus on hard-to-staff roles)

　　While overall teacher recruitment and retention patterns have been challenged by the pandemic, hard-to-staff roles have been most acutely impacted and will likely persist well beyond the health emergency. Districts continue to struggle in hiring retaining sufficient numbers of instructional support staff, ESL and special education teachers, and STEM educators, particularly in rural areas. These roles can be cultivated and developed through local apprenticeships that address short- and long-term staffing, with higher retention rates overall.

　　Program goals include the following:

　　• Establish a formal teacher apprenticeship designation in partnership with the Massachusetts Department of Labor.

　　• Increase the number of teachers in the pipeline through a job-embedded pathway to licensure at no cost to candidates.

　　• Create partnerships with teacher preparation providers and K12 schools and districts to support a combination of in-schoolwork experiences with after-school courses over multiple years.

　　Key initial design implementation tasks include:

　　• Fall/Winter 2023/2024

　　o Launch and support facilitation of an external advisory group to inform program design/parameters aligned with guidelines for educator preparation program approval. Together with representatives from approved preparation providers and K12 districts, articulate criteria for structure and cost-sharing to begin a pilot in 2024-2025, including consideration of:

　　§ priority pipeline models (e.g., high school to college, Bachelor/Post-Bachelor's paraprofessionals) especially in high-needs teacher recruitment areas.

　　§ competency-based programming

　　§ current apprenticeship definitions and requirements (state and federal)

　　§ funding streams through preparation providers and school districts that can be created to support students entering the program with little to no cost.

　　o Develop application for K12/EPP partnerships interested in implementing an apprenticeship model

　　o Conduct a landscape analysis of current grow-your-own programs and partnerships to assess readiness and interest in shifting to an apprenticeship model.

　　o Partner with the Executive office of Workforce Development to consider development of a MA-based apprenticeship model to be approved by the U.S. Department of Labor (see TDOE-GYO-Playbook.pdf (tn.gov))

　　Winter/Spring 2025:

　　o Examine the best sites to pilot the various pipeline models and open pilot program application process

　　o Hire an additional FTE to support implementation (with a budget focus)

　　o In partnership with the Office of Licensure and Office of Educator Effectiveness, solidify certification process for apprentices to achieve licensure.

　　o Release application for Cohort 1 and select K12/district partnerships.

　　o Secure vendor to develop summer professional development academies on culturally responsive teaching and supporting apprentices for mentor teachers.

　　• 2024-2025:

　　o Launch Cohort 1 Pilot

　　o Develop apprenticeship model guidebook for preparation providers and districts.

　　• Fall 2025:

　　o Launch Cohort 2 Pilot

　　Job responsibilities:

　　• Lead and complete all aspects of the creation, development, and implementation of the MA Teacher Apprenticeship Program as described above.

　　• Consistently liaise with internal and external stakeholders to ensure coherence with DESE's Educational Vision, strategic objectives, and other major related initiatives.

　　• Supervise staff and contracted partners as assigned to support this initiative to ensure effective implementation.

　　• Support other efforts to diversify the educator workforce.

　　• Perform other duties as assigned.

　　• Based on assignment, travel throughout the Commonwealth and to regional and/or national conferences may be required.

　　Desired Knowledge, Skills, and Experience: Below are characteristics we will look for in the selection process. We recognize that the depth of each individually and the balance of all of them collectively may vary from candidate to candidate and, as such, we encourage applications from individuals with a range of backgrounds, experiences, and skills.

　　• A strong commitment to develop and sustain a workforce that is diverse, culturally responsive, well-prepared, and committed to continuous improvement, so that all students have equitable access to effective educators. (DESE's strategic objective #3)

　　• A demonstrated track record of strong project management and individual contribution to projects.

　　• Entrepreneurial attitude; interest and capacity to explore new ideas and opportunities.

　　• Knowledge and skills to develop policies, implement programs, manage finances, and evaluate outcomes in a public agency setting.

　　• Ability to manage multiple programs and tasks and to work independently in a complex work environment.

　　• Ability to manage human and financial resources to accomplish agency goals

　　• Ability to interact with organizational and program leaders and other stakeholders in a culturally responsive, professional manner.

　　• Ability to supervise, train, and motivate people to effectively perform their work.

　　• Ability to develop and deliver high quality presentations.

　　• Excellent oral and written communication skills.

　　• Demonstrated expertise in data-driven, results-oriented strategic planning, data management and use, and data-driven decision-making.

　　• Facility with technology, including the ability to quickly orient knowledge and skills to utilize new applications and tools.

　　• Skill in coordinating activities of myriad contributors internal and external to the Department.

　　• Willingness and ability to acquire skills and seek out personal growth opportunities to further the work of supporting Massachusetts' initiatives.

　　• At least 5 years of experience as a teacher, school leader, central office leader, and/or service provider/partner to schools, districts, educator preparation programs and/or higher education institutions.

　　• Experience working with educator pipelines in general, preferably with alternative pathways (e.g., apprenticeships and internships, residencies)

　　• A demonstrated track record of strong project management and individual contribution to projects.

　　• A demonstrated track record of collaborating with a variety of stakeholders and leading in a way that has supported historically marginalized communities/groups.

　　• Comfort regularly engaging with senior-level leaders and developing their respect.

　　• Experience with writing successful grant applications and/or securing funding from foundations.

　　• Experience working as a contributing member of a diverse team.

　　You must submit a cover letter with your on-line application that includes the following information:

　　• A strong belief in the power of leadership of color and the need for multiracial coalition-building to solve the challenge

　　• A belief that we must leverage diverse voices to solve challenges and that those most impacted should inform the solutions developed

　　• A willingness to accept feedback and engage in self-reflection

　　• A strong learning orientation, and identify as a life-long learner

　　• Adaptability, flexibility, and an ability to successfully navigate ambiguity and an evolving landscape

　　• Comfort challenging deficit perspectives and engaging in "race-conscious" work

　　• Open-mindedness, determination, and a master of strategy

　　Questions regarding this position or the application process should be directed to Maureen.T.O'Brien@mass.gov.

　　Qualifications

　　MINIMUM ENTRANCE REQUIREMENTS:

　　Applicants must have at least (A) five (5) years of full-time or, equivalent part-time, professional, administrative, supervisory, or managerial experience in business administration, business management, public administration, public management, clinical administration or clinical management of which (B) at least one (1) year must have been in a project management, supervisory or managerial capacity or (C) any equivalent combination of the required experience and substitutions below.

　　Substitutions:

　　I. A certificate in a relevant or related field may be substituted for one (1) year of the required (A) experience.

　　II. A Bachelor's degree in a related field may be substituted for two (2) years of the required (A) experience.

　　III. A Graduate degree in a related field may be substituted for three (3) years of the required (A) experience.

　　IV. A Doctorate degree in a related field may be substituted for four (4) years of the required (A) experience.

　　Comprehensive Benefits

　　When you embark on a career with the Commonwealth, you are offered an outstanding suite of employee benefits that add to the overall value of your compensation package. We take pride in providing a work experience that supports you, your loved ones, and your future.

　　Want the specifics? Explore our Employee Benefits and Rewards!

　　An Equal Opportunity / Affirmative Action Employer. Females, minorities, veterans, and persons with disabilities are strongly encouraged to apply.

　　The Commonwealth is an Equal Opportunity Employer and does not discriminate on the basis of race, religion, color, sex, gender identity or expression, sexual orientation, age, disability, national origin, veteran status, or any other basis covered by appropriate law. Research suggests that qualified women, Black, Indigenous, and Persons of Color (BIPOC) may self-select out of opportunities if they don't meet 100% of the job requirements. We encourage individuals who believe they have the skills necessary to thrive to apply for this role.