Yorkville CUSD 115
Superintendent of Schools
The Yorkville Community Unit School District 115 (Y115) Board of Education is seeking an exceptional Superintendent of Schools for the approximately 7,000 students in the district. Yorkville is located approximately 60 miles southwest of Chicago and is a thriving and growing community that supports their athletics, music, arts, and, most importantly, the education process. The district of 85 square miles is comprised of one early learning childhood center, seven elementary schools, one middle school, one high school, and one transition school.
The Superintendent of Schools must:
- Lead, guide, and direct the overall operation of the district as designated by the Board of Education.
- Work diligently to continually improve safety within our schools.
- Be prepared to strategically grow the district with an expanding student population.
- Effectively communicate and interact with the community to build beneficial relationships for the district.
The job of Superintendent was established for the purpose of leading, guiding and directing the overall operation of the organization as designated by the Board of Education; representing the organization and serving as a resource to internal and external parties; establishing long and short term goals and procedures; exemplifying a “student first” philosophy; and ensuring compliance to policies and/or codes.
Reports to: The Superintendent of Schools reports to the Board of Education
Work Year: 260 days
- Analyzes data from a wide variety of internal and external sources (e.g. test results, policies, laws, etc.) for the purpose of developing financial, legal, and/or administrative policies and procedures, evaluating specific requests and/or measuring attainment of organizational objectives.
- Collaborates with a wide variety of internal and external groups (e.g. administrative team, district staff, auditors, community organizations, regulatory agencies, etc.) for the purpose of implementing program components, creating long and short term goals, and addressing organizational objectives.
- Confers with district operations, program, and financial administrators for the purpose of ensuring that objectives are attained within budget and in compliance with regulatory requirements, established policies, and operational practices.
- Delegates responsibility for a variety of administrative functions to Associate/Assistant Superintendents, Directors, and other personnel for the purpose of managing district operations and ensuring services are effectively and efficiently provided within established guidelines and policies.
- Develops internal controls, policies, procedures, proposals, long and short range plans, budgets and grant opportunities for the purpose of achieving organizational objectives, state education code requirements, and board policies in an efficient and timely manner and in accordance with legal requirements.
- Facilitates meetings that frequently involve a range of issues (e.g. personnel and financial procedures, regulatory requirements, requests from outside agencies, interdepartmental needs, short and long-term plans, etc.) for the purpose of communicating information, developing recommendations, guiding and supporting other staff, and serving as District representative.
- Implements solutions to a wide variety of complex issues (e.g. budgeting, curriculum, educational priorities, etc.) for the purpose of fulfilling state education code requirements while addressing the needs and responsibilities of the District.
- Maintains high visibility within the community for the purpose of developing and maintaining a mutually beneficial relationship between the business community and schools.
- Manages all district services and functions for the purpose of ensuring that students achieve educational goals in compliance with established requirements.
- Presents information on a variety of topics (e.g. strategic planning, budget, enrollment, legislation, etc.) for the purpose of conveying information, gaining feedback and approval and/or making recommendations regarding district services.
- Promotes a student first philosophy for the purpose of modeling to all staff, the community and the Board the importance of a comprehensive educational program.
- Represents the district within the community and on committees for the purpose of serving as a spokesperson for the District, the Board and their interests.
- Researches a wide variety of complex topics (e.g. policies, practices, guidelines and regulations, financial resources, etc.) for the purpose of ensuring compliance with regulatory requirements and established guidelines, securing information for planning and/or responding to requests.
- Responds to complex and critical reports and inquiries from a wide variety of internal and external sources regarding development, implementation, and evaluation of district programs for the purpose of identifying relevant issues and recommending or implementing action plans.
The individual must be able to perform each essential job duty and responsibility satisfactorily. The following requirements are representative of the knowledge, skills, and/or other abilities needed to perform the job at a fully acceptable level.
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include the following: effective communication skills; consensus-building skills; collaboration skills; planning and managing multiple projects; and training, developing and supervising staff.
KNOWLEDGE is required to review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include the following: education codes/laws/rules/regulations/policies; community resources; academics; current and emerging technology curriculum and instructional methods; and organizational structure design.
ABILITY is required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include the following: adapting to changing work priorities; dealing with frequent and sustained interruptions; developing and maintaining positive working relationships; facilitating communication between persons with divergent positions; implementing change; maintaining confidentiality; meeting deadlines and schedules; providing direction and leadership; and setting priorities.
Responsibilities include: working independently under broad organizational policies to achieve organizational objectives; managing major organizational components; and determining the use of funds. Utilization of significant resources from other work units is routinely required to perform the job’s functions. There is some opportunity to significantly impact the organization’s services.
The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. Generally, the job requires 80% sitting, 10% walking, and 10% standing. This job is performed in a generally clean and healthy environment.
- Job related experience within specialized field with increasing levels of responsibility is required.
- An earned terminal degree in a job-related discipline is required; those nearing terminal degree by start date will be considered.
- None designated.
Certificates and Licenses
- Illinois Superintendent Certificate
- Not Applicable
- Fingerprint/Background Clearance
- Employment Physical/TB test
- As determined by the Board of Education.
How to apply for this job?
- Register for an account on the HYA website. Or, login to the HYA website if you already have an account created. Click the Login/Register button at the top of the page to get started.
- After logging in, click the Apply Now button at the top of this page.
- You will be redirected to the Frontline Education website. This website is where you will submit your application. This website also will require its own unique login and password.