Director of Partnerships

Applications must be submitted no later than 11:59 p.m. CT on the day before the listed closing date.

Weekly Work Hours

40

Compensation Range

Administrator Range E04

Salary Minimum

$87,980.00 Annually

FLSA

• United States of America (Exempt)
• Work Location

• •All positions are considered on-site roles.
• •After six months of employment, some positions may be eligible to apply for a hybrid work arrangement based on job responsibilities, operational needs, supervisor approval, and Dallas College policy.
• •Academic (Faculty) positions require an on-campus presence, even when teaching online courses, in accordance with state law.

Position Type

Administrator Position / Job Summary

The Director of Partnerships will work with the Associate Dean of Educator Certification to over-see and lead elements of sustainability and programming for the technical assistance transformation center, within the School of Education (SOE). The individual will support various educator preparation programs (EPPs and local education agencies (LEAs) participating in innovative preparation routes. The position scales high-quality teacher education, sustaining programming best practices, impacting PK-12 students and communities, and using data to make program-level decisions.

Essential Duties & Responsibilities

Required Dallas College Professional Development Hours per Academic Year. (MUST BE INCLUDED)

• •Works to develop and sustain high-quality pre-service alternative preparation routes to meet the needs of State of Texas.
• •Contributes to various Communities of Practice regarding technical assistance best practices, regional teacher preparation pipelines, innovative staffing design, and sustainable teacher resid provides input to support the implementation of the technical assistance center’s vision, mission, purpose, strategic priorities; the partnership and sustainability of programs; and the execution of the technical assistance center growth, reach sustainability, and scale.
• •Collaborates with educator preparation program partners across Texas to implement special initiatives based on their technical assistance needs.
• •Stays abreast of best practices for providing technical assistance to educator preparation programs and program leaders from technical assistance centers across the nation.
• •Codifies and executes a comprehensive approach to supporting and developing alternative certification educator preparation programs in the State of Texas.
• •Provides guidance and management to support grant outcomes and budget benchmarks for all educator preparation program partners as well as the technical assistance center.
• •Gathers and reports on technical assistance and teacher preparation program sustainability and partnership data to the grantor.
• •Gives and receives frequent feedback horizontally and vertically while embodying a growth mindset.
• •Travels across the state of Texas to support partners and engage with relevant stakeholders.
• •Responds to additional requests or assignments from supervisor.
• •Completes required Dallas College Professional Development training hours per academic year.
• •Performs other duties as assigned.
• •All employees are required to complete a minimum of 19 hours.
• •People leaders are required an additional 16 hours of leadership development.

Perform other duties not listed as assigned. (MUST BE INCLUDED)

The following duties are required for People Leader roles specifically:

• •Exercises full discretion and decision-making authority in the recruitment, selection, hiring, mentoring, coaching, development & termination of staff, ensuring alignment with organizational goals, budgetary constraints, and workforce planning strategies.
• •Drive high performance by administering the performance management process timely, setting clear expectations, conducting performance evaluations, and implementing initiatives that enhance employee engagement, motivation, and retention.

Minimum and Preferred – Education, Experience, and/or Certifications

Required Qualifications for Role (necessary or mandatory)

• •Bachelor’s Degree in relevant subject matter plus three (3) years of experience in a leadership role focused on bringing systemic change in teacher preparation and program coordination in higher education and/or in the PK-12 teacher preparation space.
• •Public school experience as a PK-12 teacher, administrator, and/or teacher preparation program leader at an EPP or IHE is required.
• •PK-12 teacher licensure or an understanding of Texas State Board for Educator Certification (SBEC) rules and regulations.
• •Official transcripts will be required
• •Must have valid driver’s license.
• •Bilingual or multilingual preferred.

Other Preferred Qualifications for Role (not mandatory, but advantageous) undefinedundefined

Knowledge, Skills, and Abilities

Required Qualifications for Role (necessary or mandatory)

• •The ability to both serve and coordinate multiple constituencies.
• •The ability to be the primary spokesperson and advocate for the technical assistance center in its collaboration efforts with various partners and stakeholders.
• •The ability to drive the strategic vision for partnering with EPPs and LEAs to implement PREP routes.
• •The ability to provide quality programming for partners while ensuring they remain alert to the need for program revision.
• •A deep understanding of Texas state teacher licensure requirements and guidelines as established by the State Board for Educator Certification (SBEC) and, a familiarity with the operations and purposes of the Texas Education Agency.
• •Ability to build and maintain transformational relationships with SOE leadership, external partners, PK-12 LEAs, philanthropic funders, and other stakeholders while cultivating positive and productive collaboration
• •Ability to articulate the purpose of high-quality preparation routes and their role in the teacher preparation pipeline.
• •Ability to display the capacity to understand how the various technology systems work together.
• •Ability to demonstrate proficiency in the use of quantitative and qualitative data to drive systemic and strategic changes that are needed to improve teacher educator, novice teacher candidate, and PK-12 student experiences in the classroom.
• •Ability to respond appropriately to issues in a dynamic, rapidly changing educational/economic environment.
• •Demonstrated ability to work with various internal and external stakeholders.
• •Exhibited knowledge of project management, including working in a fast-paced environment that requires addressing multiple
• •Ability to self-direct multiple ongoing projects, with the capacity to design one’s own workflow.
• •Excellent leadership skills, including the ability to communicate clearly and concisely
• •Demonstrated excellent time management, organizational and problem-solving skills.
• •Extensive knowledge of teacher preparation programming and the current local, state, and national education landscape.
• •Demonstrated success with program development or re-design and continuous improvement efforts in education through leadership, scholarship, teaching, and/or service.

Other Preferred Qualifications for Role (not mandatory, but advantageous)

• •Accountable
• •Adaptable/ Flexible
• •Inclusive Excellence
• •Solution- Oriented
• •Student and Service Focusedundefined

Competencies

Dallas College seeks to identify core and professional competencies for each role and level which helps define the level of expertise needed and desired to demonstrate success in the role.

List the core competencies required for success in this role. These should reflect observable behaviors, skills, and attributes that align with the responsibilities of the position. Consider including both technical and interpersonal competencies.

[People Leader Competency 1] Ensures Accountability

[People Leader Competency 2] Empowers Teams

[People Leader Competency 3] Leads Strategically

[People Leader Competency 4] Ensures Cross