Director, Center for Equity for English Learners

Reporting to the CEEL Executive Director (ED), the CEEL Director will have both internal/operational and external responsibilities that represent CEEL’s research, policy and practice agendas, ranging from partnership development and project management to research productivity/publications, dissemination, and supervision. The Director will partner closely with the ED to further evolve CEEL’s future growth and strategic response to an ever-increasing local, state and national need to support English Learner/Multilingual Learners.

Position Specific Responsibilities/Accountabilities

CEEL Strategy and Thought Leadership

• Partner with CEEL’s Executive Director on the implementation of Center’s Strategic Plan, including the creation and delivery of research, resources and professional learning opportunities for educational practitioners, researchers, and policymakers in support of CEEL’s mission.
• Contribute to CEEL’s research/scholarship and publication agendas through conference presentations, authoring/co-authoring publications including but not limited to CEEL’s Policy and Educational Briefs.
• Build and strengthen partnerships with LMU’s School of Education (SOE) faculty/staff/students and schools/districts and other external organizations.

Organizational Effectiveness and Human Capital Leadership

• Direct operational aspects of the Center for Equity for English Learners, including collaboration with CEEL’s Executive Director to manage business operations, conduct short-term and long-term planning for Center activities, and supervise/guide the Center’s Research & Policy and Professional Learning Directors/Assistant Directors and Operations Team.
• Provide strategic oversight and direction for CEEL’s marketing and communications plan, ensuring alignment with Center priorities.

CEEL Research, Policy and Professional Learning Pillar Development

• Lead the development of CEEL’s research and policy and professional learning pillars while guiding cross-branch innovation and partnership. Steward CEEL leadership in the development and acquisition of CEEL research, resources, content, and materials that support the educational community in research and professional development efforts focused on linguistically diverse learners. This includes but is not limited to:
  • In partnership with CEEL senior leadership, guide CEEL’s research and evaluation efforts, and completion of written research and evaluation reports
  • In partnership with CEEL senior leadership, oversee CEEL’s professional learning initiatives, including Signature Programs and other educational pathways to include course and/or certificate development, and coordination efforts with district, county, and university partners.
  • Present research findings and professional development sessions at Center and other industry conferences.
  • Manage and oversee the CEEL Team and consultants in the development of content, materials, multimedia, and other resources for professional development sessions.

CEEL Resource Mobilization and Financial Stewardship

• Support the Executive Director in diversifying and growing CEEL’s individual and institutional donor base.
• Acquire additional grant funding or contracts for project development, professional learning & development, and research and evaluation efforts.
• Effectively lead and manage the Center’s budget, including budget development, grant/contract fiscal management and related financial reporting duties.

Loyola Marymount University Expectations

Exhibit behavior that supports the mission, vision, and values of the university.  Communicate and employ interpersonal actions that model high standards of professional, responsible, accountable, and ethical conduct.  Demonstrate a commitment to outstanding customer service.

Requisite Qualifications    

• Typically a Doctorate Degree in Education or equivalent experience in research and evaluation. Incumbent will be expected to continue upgrading knowledge, skills, and abilities needed to keep abreast of regulation/policy changes.
• Ten years of experience with schools and school systems responding to the needs of linguistically and culturally diverse students in the PK-12 system
• Advanced curricular and instructional knowledge appropriate for linguistically diverse students in multilingual settings
• Extensive knowledge in research, principles, practices, methods, and techniques for first and second language acquisition
• Successful leadership and administrative skills appropriate for research, professional development, training, program planning, and group collaboration
• Experience with developing, overseei