ASSOCIATE DIRECTOR OF
ACADEMICS AND INSTRUCTION.

• Lead the development and execution of the school's comprehensive Year 0 Academic Implementation Plan.
• Translate approved charter commitments into actionable instructional priorities, academic systems, and measurable performance indicators.
• Develop a comprehensive Academic Program Blueprint aligned with The Wright Community School's mission, vision, and educational philosophy.
• Ensure alignment of the academic program with The Wright Path, The Wright Village, The Wright Culture, P.I.L.O.T.S. competencies, and the school's mastery based learning approach.
• Establish schoolwide expectations for academic rigor, instructional excellence, student achievement, and continuous improvement.
• Develop short and long term academic performance goals aligned with the charter contract and authorizer expectations.
• Collaborate with the Executive Director to establish academic priorities, staffing needs, instructional resources, and program implementation timelines.
• Maintain an academic implementation tracker identifying milestones, deliverables, responsible parties, and completion dates.
• Provide regular academic readiness updates to the Executive Director and, as requested, the governing board.
• Maintain an SCSC Pre Opening Checklist tracker for every academic Priority Milestone, Key Decision, and Ongoing Obligation, listing the SCSC deadline, the review due date one month earlier, owner, required submission, and status, and upload academic evidence of completion in Epicenter only after Executive Director review.
• Submit every document and piece of evidence prepared for the SCSC to the Executive Director for review at least one month before its SCSC deadline, and make revisions from that review before anything is submitted to the SCSC.
• Monitor SCSC guidance, monthly newsletters, and the Epicenter Resources Center so academic planning reflects any amendments the SCSC makes to the checklist during the pre opening year.
• Align academic goals and performance indicators with the academic goals in the SCSC Comprehensive Performance Framework (CPF).
• Keep all academic plans and purchases within the board approved budget, and bring any cost that would go beyond it to the Executive Director for approval before it is committed.

• Lead the evaluation, selection, and adoption recommendations for high quality instructional materials aligned with applicable Georgia academic standards.
• Develop comprehensive curriculum maps, pacing guides, unit frameworks, and instructional expectations for all grade levels and content areas scheduled to open in August 2027.
• Establish a schoolwide instructional framework that promotes rigorous, culturally responsive, differentiated, and mastery based instruction.
• Define instructional nonnegotiables for lesson planning, learning objectives, success criteria, gradual release of responsibility, student discourse, and checks for understanding.
• Establish expectations for curriculum internalization, lesson preparation, instructional delivery, and student engagement.
• Develop systems for differentiated instruction, academic enrichment, intervention, and acceleration.
• Ensure instructional resources, curriculum materials, and academic technology are identified, procured, and ready for teacher use before school opening.
• Develop an instructional monitoring system to assess implementation fidelity and instructional quality.
• Select and procure curriculum and develop or acquire lesson plans, documenting the owner and completion date for each task as required for the SCSC Educational Program Update.
• Develop the strategic plan and timeline for implementation of the curriculum and instructional methods (SCSC Priority Milestone, due July 1, 2027; full draft due for review June 1, 2027), including written responses of 300 words or less to the SCSC questions on educational program changes since the charter was executed and any anticipated delays in rolling out the educational program.
• Document how any curriculum or instructional method changes made since the charter was executed remain aligned to Georgia standards and the school's mission, and how staff will be prepared to use them.

The Associate Director will lead the establishment of a comprehensive Dual Enrollment and College Readiness Program that supports the school's commitment to preparing students for postsecondary success.

Dual Enrollment Program Development

• Research Georgia Dual Enrollment opportunities and identify institutions that align with the school's educational mission and academic priorities.
• Initiate and cultivate partnerships with colleges, universities, and technical colleges, including eligible institutions within the University System of Georgia and Technical College System of Georgia.
• Develop a Dual Enrollment Implementation Plan outlining program structure, institutional partnerships, projected participation, academic eligibility, delivery models, and student support systems.
• Coordinate proposed memoranda of understanding, articulation arrangements, and partnership agreements, subject to required institutional and school approvals.
• Establish procedures for student eligibility screening, application assistance, enrollment, advising, course selection, and progress monitoring.
• Coordinate with postsecondary partners to identify courses that align with Georgia high school graduation requirements and students' intended postsecondary pathways.
• Evaluate options for college courses offered on a college campus, virtually, or at the school, subject to institutional agreements and applicable requirements.
• Establish procedures for communicating dual enrollment opportunities, expectations, and responsibilities to students and the community.
• Collaborate with school leadership to address scheduling, transportation, technology, instructional delivery, student records, and other operational considerations.
• Ensure program planning reflects current Georgia Dual Enrollment eligibility, funding, and course requirements.

College and Career Readiness

• Develop a comprehensive College and Career Readiness Framework aligned with the school's secondary instructional program.
• Design a progression of college and career exploration opportunities appropriate for the grade levels served.
• Develop academic pathways leading toward college credit, technical certifications, industry credentials, or other postsecondary opportunities.
• Explore partnerships with colleges, businesses, community organizations, and workforce development entities.
• Coordinate the development of academic advising and postsecondary planning processes.
• Align future dual enrollment opportunities with the school's high school course sequence, graduation pathways, and grade level expansion plan.
• Establish performance indicators to evaluate program participation, course completion, credits earned, and postsecondary readiness.
• If the school serves high school grades, begin planning for accreditation as soon as practicable, coordinating with the relevant accreditation agencies to set a timeline in accordance with the charter contract (SCSC Key Decision).

Year 0 Dual Enrollment Performance Expectations

By June 2027, the Associate Director will be expected to:

• Identify and engage at least two prospective postsecondary institutional partners.
• Complete a comprehensive Dual Enrollment and Postsecondary Pathways Framework.
• Develop draft partnership agreements or implementation proposals, as appropriate.
• Establish proposed eligibility, advising, enrollment, and academic monitoring procedures.
• Develop a phased implementation timeline aligned with the school's grade level rollout and student eligibility.
• Present recommendations to the Executive Director for institutional partnership approval and implementation.

Formal agreements, student participation, and course availability are contingent upon institutional approvals and applicable program requirements.

• Develop a comprehensive schoolwide assessment framework aligned with Georgia academic standards and the school's mastery based instructional model.
• Establish assessment calendars covering diagnostic, formative, interim, and summative assessments.
• Identify and recommend assessment platforms and data management tools.
• Develop academic data dashboards to monitor student achievement, growth, mastery, and intervention outcomes.
• Establish Data Driven Instruction protocols and schoolwide expectations for analyzing student work and assessment results.
• Design mastery tracking systems that support timely instructional adjustments.
• Develop protocols for instructional response to data, including reteaching, enrichment, and targeted interventions.
• Establish assessment administration procedures and expectations for data integrity.
• Collaborate with school leadership to develop academic performance reports for the community, leadership, and the governing board.
• Ensure the assessment system is ready for implementation when students arrive in August 2027.
• Develop or acquire benchmark assessments and define the system and process for analyzing assessment data and other educational outcomes against the SCSC CPF academic goals (required elements of the SCSC Educational Program Update).
• Partner with school leadership to obtain a Student Information System (SIS) that is compatible with the Statewide Longitudinal Data System (SLDS) (SCSC Priority Milestone, due April 1, 2027; recommendation due for review March 1, 2027), and arrange SLDS training for academic staff.
• Choose, draft, and adopt student learning objectives (SLOs) or similar pre and post measures that allow the school to measure growth and implement TKES/LKES, in coordination with GaDOE.
• Serve as or support the Testing Coordinator and Accountability contact designated in the MyGaDOE Portal, as assigned by the Executive Director.
• Register the school's System Test Coordinators for the 2027 GaDOE State Assessment Training (SCSC Priority Milestone, registration due July 1, 2027 and due for review June 1, 2027; training typically held in July).
• Support registration of the school leader and data management personnel for the 2027 GaDOE Data Collections Conference (SCSC Priority Milestone, registration due July 1, 2027 and due for review June 1, 2027; conference held August 2027).

• Collaborate with the Executive Director to develop academic staffing models based on projected enrollment, grade level configuration, and instructional program requirements.
• Participate in recruitment, screening, interviewing, and selection of instructional personnel.
• Develop instructional hiring competencies, interview rubrics, and demonstration lesson expectations.
• Assist in verifying that instructional staffing plans meet applicable credentialing and program requirements.
• Design a comprehensive onboarding and pre service professional development program for founding teachers.
• Develop schoolwide expectations for instructional planning, classroom instruction, assessment, and student engagement.
• Establish an instructional coaching framework that includes classroom walkthroughs, observations, feedback, and coaching cycles.
• Design protocols for professional learning communities, collaborative planning, and curriculum internalization.
• Develop a yearlong professional development calendar aligned with academic priorities.
• Facilitate or coordinate instructional training on mastery based learning, data driven instruction, differentiation, effective teaching practices, and student supports.
• Build instructional leadership capacity among founding educators and designated teacher leaders.
• Draft job descriptions for instructional and academic support personnel for the Personnel Handbook (SCSC Priority Milestone, due April 1, 2027; due for review March 1, 2027).
• Support recruitment and hiring of an adequate number of teachers and support personnel to match assignments and the staffing plan, including the organizational chart, staffing plan, and employee roster (SCSC Priority Milestone, due June 1, 2027; academic staffing inputs due for review May 1, 2027).
• Verify that all instructional staff hold a GaPSC clearance certificate and have completed criminal background checks and fingerprinting before serving students (SCSC Priority Milestone, due July 1, 2027; verification due for review June 1, 2027).
• Obtain TKES credentialing, or support the school leader and another administrator in obtaining it, in coordination with GaDOE, and prepare the TKES evaluation process for Year 1.
• Coordinate required staff training on identifying and serving students with disabilities and students experiencing homelessness, child abuse and neglect reporting, suicide prevention, emergency and severe weather response, and diabetes management, in addition to the school's own professional development.
• Coordinate with school leadership to finalize teacher contracts before instructional staff are hired.
• Ensure appropriate academic personnel attend relevant GaDOE trainings and SCSC offered trainings.

• Develop the school's comprehensive Multi Tiered System of Supports (MTSS) framework.
• Establish procedures for universal screening, intervention identification, progress monitoring, and data based decision making.
• Design academic intervention and acceleration structures aligned with student needs.
• Develop instructional support protocols for students requiring additional academic assistance.
• Collaborate with designated personnel to ensure appropriate planning for students with disabilities, Section 504 plans, English learners, and other specialized learning needs.
• Develop procedures for academic referrals, intervention documentation, and support team collaboration.
• Ensure that master scheduling incorporates intervention and specialized instructional service requirements.
• Establish systems that promote equitable access to rigorous instruction and academic opportunities.
• Prepare staff to implement MTSS and related instructional support systems during Year 1.
• Build implementation procedures for the special population policies adopted by the board (SCSC Priority Milestone, due November 1, 2026), including the intake process for students with disabilities who have existing IEPs, identification and eligibility procedures, the home language survey and assessment process for English learners, English learner monitoring and service procedures, and notification and service procedures for students experiencing homelessness.
• Coordinate with the Special Education Director designated in the MyGaDOE Portal on special education services, scheduling, and staffing.
• Begin drafting the Comprehensive Needs Assessment (CNA) with the required parent and community involvement, in coordination with GaDOE Federal Programs.

• Lead the academic design and development of the school's master schedule in collaboration with school leadership and operations personnel.
• Ensure instructional schedules align with the approved academic program, projected enrollment, staffing, and instructional time requirements.
• Develop academic scheduling matrices for core instruction, enrichment, interventions, electives, and specialized services.
• Establish academic course sequences that support future graduation pathways and dual enrollment opportunities.
• Collaborate on course coding, scheduling, and student information system requirements.
• Support accurate instructional program reporting related to Georgia FTE requirements.
• Develop expectations for teacher planning time, collaborative planning, and instructional support.
• Identify academic technology, instructional materials, and classroom resources needed for opening.
• Establish academic operating procedures to ensure instructional systems function efficiently from the first day of school.
• Use application and enrollment data from the SCSC enrollment milestones (applications equal to 65% of target by April 1, 2027; 85% of target in applications and 50% in completed enrollment packets by April 23, 2027; 85% of target in completed enrollment packets by May 12, 2027) to adjust the master schedule and academic staffing.
• Provide academic program costs, including curriculum, assessment, technology, and professional development, for the draft budget based on expected enrollment (due May 12, 2027; due for review April 12, 2027) and the final board approved budget (due June 1, 2027; due for review May 1, 2027).
• Coordinate academic technology needs with operations, including the school's decision on E-Rate participation.

• Develop academic policies and procedures aligned with the approved charter, applicable Georgia requirements, and authorizer expectations.
• Prepare proposed grading, assessment, academic integrity, promotion, retention, and other relevant academic policies.
• Develop academic standard operating procedures to support consistent schoolwide implementation.
• Collaborate with school leadership to complete academic components of pre opening requirements.
• Maintain organized documentation demonstrating academic readiness.
• Monitor academic implementation milestones and promptly communicate risks or delays.
• Coordinate academic readiness reviews and identify areas requiring corrective action before opening.
• Ensure approved academic systems, curriculum materials, assessment platforms, and instructional procedures are ready for implementation.
• Conduct final academic readiness assessments before the August 2027 opening.
• Develop a comprehensive 30, 60, 90 day academic launch and monitoring plan for Year 1.
• Define the grading structure, a required element of the SCSC Educational Program Update.
• Review the Student Handbook and student policies adopted by the board (SCSC Priority Milestone, due November 1, 2026), including attendance and technology acceptable use policies, and align academic procedures to them.
• Provide academic records requirements, including grades, transcripts, and assessment results, for the Records Retention Policy (SCSC Priority Milestone, due April 1, 2027; due for review March 1, 2027), keeping records in digital format when possible.
• Provide academic program content for the school website ahead of SCSC pre opening website monitoring (May 1, 2027; due for review April 1, 2027).
• Support the SCSC pre opening site visit (June 1, 2027) with classrooms and instructional materials ready for review, and align the instructional calendar with the School Safety Drill Schedule (due June 1, 2027; due for review May 1, 2027).

Every member of The Wright Community School staff hosts, tables, and attends community events. The Associate Director will model this expectation and make sure it is part of every academic staff member's role.

• Host community events, including academic program information sessions, open houses, and dual enrollment and college readiness information sessions.
• Table at community events, partner events, and enrollment drives across Clayton, DeKalb, and Henry counties to share the academic program and support student recruitment.
• Attend community events to build relationships with community members, community partners, and postsecondary institutions.
• Include the expectation to host, table, and attend community events in instructional job descriptions, hiring conversations, and founding teacher onboarding.
• Support the school's marketing and enrollment efforts toward the SCSC enrollment milestones by explaining the academic model clearly at every event (SCSC Ongoing Obligation).
• Help develop the plan to involve the community in key aspects of the school (SCSC Ongoing Obligation), including community input on the Comprehensive Needs Assessment.
• Track the community events each academic staff member hosts, tables, and attends, and report participation to the Executive Director.