Who We Are
The Learning Policy Institute (LPI) conducts and communicates independent, high-quality research to shape education policies and improve learning for each and every child. Nonprofit and nonpartisan, the Institute connects policymakers at the local, state, and federal levels with the evidence, ideas, and actions needed to strengthen the pre-k to Grade 12 education system and address the complex realities facing public schools and their communities. Working with policymakers, researchers, educators, community groups, and others who care about improving public schools, the Institute advances evidence-based policies that support empowering and equitable learning for all children.
The Position
LPI seeks a Senior Advisor and/or Practitioner in Residence to join its team of research, policy, and communication staff to support LPI’s growing portfolio of projects that are designed to advance the use of curriculum, instruction and performance assessments focused on deeper learning in California and across the nation. Major responsibilities of the position are to lead the professional learning community (PLC) component of the California Performance Assessment Collaborative (CPAC) and State Performance Assessment Learning Collaborative (SPA-LC) initiatives, to support practioner engagement as part of the Reimagining College Access (RCA) and other LPI deeper learning efforts.
LPI seeks a Senior Advisor and/or Practitioner in Residence to join its team of research, policy, and communication staff to support LPI’s growing portfolio of projects that are designed to advance the use of curriculum, instruction and performance assessments focused on deeper learning in California and across the nation. Major responsibilities of the position are to lead the professional learning community (PLC) component of the California Performance Assessment Collaborative (CPAC) and State Performance Assessment Learning Collaborative (SPA-LC) initiatives, to support practioner engagement as part of the Reimagining College Access (RCA) and other LPI deeper learning efforts.
CPAC is an initiative of LPI that brings together district and network leaders, principals, and teachers representing over 40 pioneer schools from 12 districts and several school networks across the state. LPI supports CPAC by organizing opportunities for practitioners to learn from one another and from expert practitioners nationwide, deepen and refine assessment practices and policies in support of those practices, and identify common principles in their various approaches to performance assessment. LPI also engages in research, policy, and strategic communications to elevate the work of CPAC members and to advance the use of performance assessments at the local, state, and federal levels. The Senior Advisor/Practitioner in Residence will serve a key role, in collaboration with the CPAC team, in (1) developing a vision and long-term strategy for the PLC; (2) planning and executing that strategy; (3) working with district leaders to develop policies and infrastructure in support of performance assessment; (4) contributing to efforts to inform district and state-level policymakers about performance assessment; and (5) cultivating and maintaining relationships with relevant stakeholders within the education community.
LPI recently launched a State Performance Assessment Learning Community (SPA-LC) in partnership with CCSSO, the National Center for Innovation in Education (CIE), and the Stanford Center for Assessment, Learning, and Equity (SCALE). The SPA-LC is supporting state education leaders in 26-states in pursuing policies, assessment design and implementation practices, and capacity-building structures that enable the use of performance assessments as part of a comprehensive system of assessments. The Senior Advisor/Practioner-in-Residence will help conceptualize and lead the Learning Community and support LPI’s engagement with these state leaders.
Through RCA, LPI is partnering with EducationCounsel in a national effort to support the use of k-12 graduation performance assessments, such as student portfolios, capstone projects, and senior defenses, in higher education admissions, placement, and advising decisions. This initiative brings together a diverse group of k-12 and higher education policy and practice leaders around the idea that both systems can benefit from authentic and holistic ways of assessing students’ competencies and mastery of skills needed for college, work, and life in the 21st century. The Senior Advisor/Practioner-in-Residence will play a leading role in developing efforts to engage K-12 and/or higher education practioners in the pilot and implementation phases of this initiative.
Beyond these specific projects, the Senior Advisor / Pracitioner-in-Residence will join LPI’s deeper learning team, which works on an a range of R &D projects to bring equitable and empowering education to all students through educator development and supportive policy. The successful candidate will bring deep experience in k-12 schools, districts and/or states and expertise in the development and use of curriculum, instruction, and performance assessments to support deeper teaching and learning.
Major Responsibilities
- Lead California Performance Assessment Collaborative PLC, which includes developing a long-term vision for PLC; managing the PLC and the CPAC steering committee; cultivating relationships with existing and potential school and district members; planning and organizing in-person and virtual events; and supporting LPI’s research, policy, and communication efforts in the area of performance assessment.
- Advise on, develop, and implement strategies for outreach and education on performance assessments among policymakers and education stakeholder organizations, including engaging practioners in the RCA and SPA-LC initiatives as well as responding to and generating requests for information.
- Identify, design, and advance opportunities for partnership with education organizations that can support and promote performance assessments.
- Attend and represent LPI at relevant meetings, symposia, and conferences, which includes making public presentations on behalf of the organization.
- Contribute to articles, blog posts, newsletters, and other communication efforts to promote performance assessments.
- Advanced degree in education, public policy or related field (Master’s or doctoral degree)
- 10 or more years working directly in K-12 schools, districts and/or state departments of education
- At least 5 years professional experience working directly with K-12 practitioners and planning educator professional development that is tailored to the needs of adult learners
- A strong knowledge of k-12 education issues
- Demonstrated experience with and deep knowledge of performance assessments in k-12 schools
- Knowledge of and/or experience working in local, state, and/or federal education policy arenas
- Experience conducting policy-oriented research and/or communicating it to policy audiences
- The ability to work with diverse audiences, including students, practitioners, and policymakers
- Excellent and persuasive oral and written communication skills
- Strong organizational skills and attention to detail
- Demonstrated ability to plan effectively and the flexibility to handle the unexpected
- Experience in event planning
- Passion for ensuring that all children receive empowering and equitable learning, especially historically underserved students.
- Self-starter mentality and the ability to both work independently and foster collaborative working relationships, and to work well in a team-setting.
- A demonstrated commitment to excellence and equity.
- Ability to execute and exhibit good judgment.
- The intellectual strength and curiosity to understand and appreciate the varied and complex educational policy landscape, and the ability to translate that understanding to policymaker and lay audiences.
- An optimistic outlook and a flexible, innovative nature.
Please submit a cover letter, resume, short writing sample, and three professional references at: http://jobs.enlist.io/learning_policy_institute/jobs/648e4af6-1fc5-4aaf-... .
Candidates invited to continue through the interview process will be asked to complete a job-related task/performance assessment at that time. The Learning Policy Institute is an equal opportunity employer. Candidates of all backgrounds are encouraged to apply.