This job was posted by https://illinoisjoblink.illinois.gov : For more information, please see: https://illinoisjoblink.illinois.gov/jobs/12600902 Director, AP Readiness Analysis

College Board - AP&I

Location: This is a fully remote role. Candidates who live near CB offices have the option of being fully remote or hybrid (Tuesday and Wednesday in office).

Type: This is a full-time term position that will last 24 months from the start date.

About the Team

The College Board\'s Advanced Placement and Instruction division develops and administers coursework taken by more than 3 million students worldwide each school year, and the related subject matter exams utilized by more than 4,000 colleges and universities for course placement and awarding of college credit. These include credit and placement examination programs like CLEP and ACCUplacer; Advanced Placement (AP) and Pre-AP courses in 40+ disciplines; and associated teacher professional learning programs.

The AP Program Access department focuses on expanding availability of AP and Pre-AP courses, participation among traditionally underserved students, and supporting teachers. Our goal is to serve a broad range of high school students to succeed in rigorous courses and earn credit opportunities that accelerate them to and through college. Within this department, our AP Readiness & Learning team focuses on growing the pipeline of students ready for AP by:

• Implementing our AP Readiness program including our Pre-AP courses and associated resources for teachers and students in 8th-10th grade and strengthening its role in building readiness for AP
• Exploring how students and teachers experience implementing AP access courses
• Understanding perceptions of teacher professional learning (PL) offerings to inform new offerings and PL development
• Managing the process of sharing accountability data and annual reports with states and other stakeholders to monitor participation and performance in Pre-AP and AP

We use what we learn to enhance how AP and Pre-AP teachers are trained, supported, and retained, emphasizing effectively leading classrooms that meet the needs of all students, particularly those taking their first AP course. We are currently assembling a new Readiness Content Development Team to develop and execute a strategy for building the pipeline of students ready for AP, focusing on designing and deploying resources and tools for 8th and 9th grade classrooms.

About the Opportunity

As Director, AP Readiness Analysis, you will play a key role in developing new AP professional learning offerings with a focus on developing and implementing learning plans, data collection tools, and stepback protocols to inform developing and refining our offerings and ensuring our teacher professional learning achieves intended impact and levels of satisfaction. As a trusted advisor to our partners in AP Instructional Services (the team charged with building our professional learning approach), you are passionate about understanding stakeholders and leveraging data to support their needs. Because updates to teacher professional learning platforms and modules are currently under development, you will have a high level of comfort with ambiguity, and the ability to adapt learning plans rapidly to support PL development. Drawing on your prior experience utilizing common continuous improvement methodologies to drive short-cycle learning, you will create new opportunities to investigate professional learning offerings and craft narratives from the data to support program decision making. You relish the opportunity to bridge the gap between knowledge gained through field learning and its application at scale. You will report to the Executive Director, AP Readiness and Learning.

In this role, you will focus on:

Continuous Improvement to Inform Profess onal Learning Development (40%)

• Develop plans for iterative learning cycles to address learning questions posed by AP Instructional Services, related to both PL offerings and PL delivery platforms

{=html} <!-- --> - Create surveys and focus group/interview protocols to investigate teachers\' preferences for PL delivery, teachers\' experience of various PL offerings, as well as barriers to accessing PL

{=html} <!-- --> - Utilize qualitative and quantitative methods to conduct exploratory analyses and raise new questions that drive the collection of new data

{=html} <!-- --> - Create insights and synthesize themes from both original data and existing administrative data to inform ongoing PL development

Project Management (30%)

• Develop and execute project timelines and work plans, managing deadlines and workflow across cross-divisional teams and external stakeholders

{=html} <!-- --> - Communicate proactively across cross-divisional teams about prioritization and emerging project needs

{=html} <!-- --> - Generate new ideas and create new approaches to projects to creatively solve problems

Communications & Stakeholder Engagement (30%)

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