Coordinator, Cluster Support Model

Office: Office of Social Emotional Academic Development

Date Posted: 8/7/2025

Salary Range: 1-5 / $73,643 - $83,094

NTE Date: N/A

The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:

• Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
  
• Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
  
• Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional experiences for all students.
  
• Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
  
• Engage Families: Deepen partnerships with families and community.
  

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• Core Team: works to improve the organizational effectiveness and work to ensure daily operations are managed efficiently across all SEAD offices and divisions. The SEAD Core Team advocates for SEAD DCPS Programs by shepherding cross-team collaboration with procurement, budget, and staffing teams. SEAD Core Team provides oversight to ensure equitable, transparent, and compliant hiring and spending practices through quality customer service.
  
• Strategic School Planning: works closely with principals, Central Service staff, and community members to ensure schools plan appropriately to meet the needs of their students and the District. The Strategic School Planning division is made up of the Strategic Enrollment Initiatives and School Planning teams. These teams lead DCPS efforts related to the planning and design of the District�s portfolio of schools.
  

• Wallace and School Leader Recruitment, Selection: this division will shape the vision for the Wallace Grant initiative and develop and implement comprehensive, aligned principal pipelines reflective of the 7 critical domains articulated by Wallace that produce equity-centered leaders who can help bring a district�s vision of equity to fruition. They drive the District�s goals related to recruiting, selecting, and developing the best school leaders for DC Public Schools.
  
• Leadership Development: develops and executes instructional leadership programs and initiatives aimed at enabling school leaders to provide outstanding instruction to every student, every day in schools. This team works to build the leadership capacity of school leaders with a particular focus on instruction, data analysis, intervention, and developing capacity within the school. This team also triangulates qualitative and quantitative data to evaluate the effectiveness of leadership initiatives and to ensure alignment to leaders� developmental needs.
  

• Athletics: The Department of Athletics ensures all DCPS students have access to comprehensive and inclusive interscholastic athletics programming designed to increase student satisfaction, improve physical fitness, keep students engaged in school, develop leadership qualities, and provide additional outlets for students to express their unique talents.
  
• Career and Technical Education: Career Education programs provide the academic, technical, and employability skills necessary to succeed in college, careers and to become lifelong learners.
  
• College Preparedness and Persistence: College Preparedness and Persistence includes programming that prepares students for college, including Dual Enrollment, SAT in school day, Test Prep, and the DCPS Persists initiative which enables DCPS to support students through their college graduation and invest in additional efforts to effectively prepare students to succeed in college.
  
• Junior Reserve Officers� Training Corps (JROTC): JROTC utilizes programming in our Army and Navy academies to motivate young people to become better citizens by teaching them leadership skills that they can use in any career field.
  
• Ninth Grade Academies: Ninth Grade Academies in DCPS provide rich, responsive, and well-rounded educational experiences for students transitioning from eighth grade to succeed in ninth grade and beyond.
  
• School Academic Scheduling and Support: School Academic Scheduling and Support (SASS) is responsible for supporting and monitoring DCPS schools in four areas: scheduling, grading, graduation, and the development and distribution of accurate academic records.
  
• Student Engagement: Student Engagement consists of programming designed to keep students on track academically and connected to their school communities.
  

• Multi-Tiered Systems of Support (MTSS): DCPS�s approach to acceleration is grounded in a commitment to serving the whole child. The MTSS team supports schools to understand student and staff strengths and needs holistically, and supports their implementation of aligned evidence-based best practices across academics, social-emotional learning, attendance, and behavior.
  
• Cluster Support Model (CSM): Under the CSM, Central Services� coaching and support for schools from 19 Content Teams across Central Services are streamlined by Cluster under the guidance and direction of each Cluster Instructional Superintendent. Cluster Support Team (CST) members provide direct services, coaching, and professional learning to schools in alignment with the schools� strengths and needs and district priorities.
  
• Acceleration: The Acceleration team works across Central Services and schools to promote a cohesive, streamlined approach to acceleration that is grounded in the whole child and evidence-based best practices including, but not limited to, High Impact Tutoring, expanded summer programming, and school-specific acceleration strategies.
  

The Coordinator, Cluster Support Model (CSM), will directly support the implementation of the CSM to advance the goals outlined in DCPS’s strategic plan through data analysis, information sharing, and logistical support. The Coordinator will liaise directly with members of the CSM, school staff, and other central office personnel to support this work.

The Coordinator, Cluster Support Model will report to the Director, Cluster Support Model .

• Schedules and coordinates program-related meetings, conferences, appointments, and logistics.
  
• Develops routine communication documents and reports to share priority updates, reminders, data, survey results, and resources for various school and Central stakeholders.
  
• Coordinates school site visits to showcase and foster learning among school staff in partnership with Central Services staff to prove and scale priority practices.
  
• Customizes and generates data reports for various stakeholders including Cluster Instructional Superintendents.
  
• Builds relationships and liaises with various Central Office teams to support implementation and ensure alignment to Cluster Support Playbook expectations.
  
• Maintains and supports users with the Cluster Support Model Coaching & Support App.
  
• Provides logistical support to other teams and leadership within the Acceleration Division as needed.
  
• Implements several small and medium-sized projects, including components of larger projects.
  
• Interacts with and responds effectively to urgent requests from multiple internal and external DCPS stakeholders.
  
• Refines and improves project management process; identifies patterns/trends in issues across multiple projects; and develops longer-term, systematic solutions to address them.
  

• Bachelor's degree and two to four years of related work experience.
  
• Master's degree preferred.
  
• Previous exposure to or experience in the education sector a plus.
  
• Strong organizational skills, including keen attention to detail and the ability to adhere to strict deadlines.
  
• Excellent time management skills.
  
• Proficiency with Microsoft Office 365 Apps (Excel, Forms, PowerApps)
  

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• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
  
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
  
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
  
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
  
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
  
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.