Vice President, PreK-12 Education Initiatives

National Center for Learning Disabilities
Location: 32 Laight Street, Floor 2, New York, NY 10013

To improve the lives of the one in five children and adults nationwide with learning and attention issues – by empowering parents and young adults, transforming schools, and advocating for equal rights and opportunities. Work to create a society in which every individual possesses the academic, social and emotional skills needed to succeed in school, at work and in life.

The National Center for Learning Disabilities (NCLD) – the leading programmatic, research and advocacy organization for learning and attention issues – seeks a strategic and mission-driven leader for a new, large-scale preK-12 education program. With headquarters based in New York City, NCLD, through its multiple programs, reaches families nationwide. Building on NCLD’s field leadership in programs as well as policy and advocacy, the organization is poised to make a transformative leap in impact to empower millions more individuals, families, educators and others who care about brain-based learning and attention issues related to reading, math, writing, focus, organization and more.

As NCLD’s flagship program and platform for large-scale change in the field, Understood was launched in October 2014. NCLD operates Understood, a Webby-winning online resource for parents of children with learning and attention issues, on behalf of fifteen founding nonprofit partners. Understood provides an opportunity to take the organization to the next level of impact and, most importantly, serves as a platform for mobilizing millions of people for the cause. In the two years since it launched, Understood has reached over 20 million unique visitors and boasts a Facebook community of almost 300,000 people.

As the 40th anniversary of this $12.8 million organization approaches, NCLD has defined an ambitious strategic vision to more than triple its size and impact. The planned preK-12 education program, a pivotal part of NCLD’s vision for growth, builds on years of programmatic and policy work aimed at leveling the playing field for the 15M preK-12 students in US public schools with learning and attention issues. By supporting and engaging parents and educators to work together for students’ success, NCLD will ensure that education reform efforts aimed at improving outcomes for public school students powerfully address the needs of the one in five students with learning and attention issues.

Reporting to the President & CEO, The Vice President, PreK-12 Initiatives will lead the development of a new program to provide educators with on-demand, actionable resources and coaching aimed at building their knowledge of learning and attention issues and supporting them to adopt effective teaching practices that benefit the “one in five” – and all students.

Originally aimed at parents, has attracted more than one million teachers, who have requested easy-to-use tools to support the one in five. In response, we’ll extend and partner with other established education platforms to provide comprehensive evidence-­based K-12 digital resources with screeners, learner profiles, student–agency toolkits, personalized learning resources, instructional techniques, videos, professional learning communities and on-­demand virtual coaching for teachers and parents.

Through partnerships with school districts, teacher professional development organizations and leading education reform organizations, NCLD will influence the broader education field to adopt high quality supports for the one in five. To ensure wide adoption, partner networks will provide these tools where teachers, after-­‐‑school providers, school psychologists, school leaders, physicians, juvenile justice officials and other targeted adults already turn for support as well as through student communities.

Ultimately, it’s NCLD’s vision to ensure that the highest-quality supports for the one in five are seen as best practice teaching standards for all students, and we’ll vastly increase the number of teachers who can tailor their instruction to individual needs using evidence-­‐‑based practices and supportive technology. To facilitate cooperation, parents and educators will receive field-­‐‑leading resources and coaching in working together to further students’ academic, social and emotional growth.

Responsibilities and priorities:

  • Shape programmatic vision and strategy. Lead robust research effort, employing both social science and market research to refine the current vision based on input and needs of educators and other key stakeholders.
  • Contribute extensive knowledge of high-impact teacher professional development, including online, in-­person and blended models. Experience with instructional coaching, micro credentialing and other emerging trends in effective teaching is highly desirable.
  • Convene academic researchers, educators, communications experts and other constituents to set standards for effective instructional practices for the one in five. Oversee the identification and translation of effective practices so that they’re accessible for educators.
  • Leverage the power of digital platforms and tools to develop educators’ mindsets and practice, demonstrating experience and comfort with online and blended models of professional development. Ensure that NCLD meets educators where they are with high-­quality information and tools to promote effective teaching for the one in five.
  • Cultivate and nurture partnerships with mission-­aligned education organizations and networks in a collective impact framework. Partner with existing high-­quality professional development platforms to more powerfully incorporate learning and attention issues and drive adoption of effective practices.
  • Collaborate closely with other programmatic leaders at NCLD to integrate preK-­12 programmatic work with policy and advocacy efforts and parent engagement, aligning on a shared agenda for promoting effective teaching and supporting partnerships between families and schools.
  • Develop the measurement and evaluation framework for the preK-­12 education program, identifying innovative measures to evaluate how the tools are driving practice change by studying a representative group of parents and teachers and analyzing the application of evidence-­based practices and resulting educator and student outcomes.

The Vice President should have the following experience and qualifications.

  • At least 10 years of experience with increasing responsibility in preK-­12 education; classroom teaching or coaching experience is highly valued; leadership role at a well-­regarded, field-­leading education organization is ideal.
  • Bachelor’s degree required; advanced degree preferred.
  • Experience and comfort with online and blended educational models; experience leveraging online tools for professional development.
  •  An ability to oversee project management, technology, content and launch, securing necessary resources and managing internal and external teams to meet ambitious goals.
  • Success building an initiative, including design, development and sustainability.
  • Exceptional strategic thinking; entrepreneurial and creative mindset.
  • Broad experience with strategic development and planning, operational planning, business analysis, goal-­setting and impact measurement.
  • Demonstrated ability to recognize talent and lead high-­performing teams.
  • Relationships across the education sector.
  • Experience successfully cultivating complex multi-­stakeholder partnerships, including track record of successful partnerships with strategic funders.
  • Recognition of the importance of including the one in five broader education reform. Knowledge of related fields such as literacy, special education, MTSS and other systems change initiatives.
  • Ability to thrive both independently and as part of a larger team in fast-­paced, complex, entrepreneurial environment.
  • Demonstrated success working in partnership with others to achieve shared goals; ability to work cooperatively to achieve ambitious goals.
  • An ethical individual who imparts trust, integrity, stability, sensitivity, common sense and tolerance, and motivates others in a similar vein.
  • Someone with energy, a sense of humor and maturity in order to maintain perspective and a sense of balance.

COMPENSATION AND BENEFITS: Salary and benefits will be competitive and commensurate with experience.

The National Center for Learning Disabilities is an equal opportunity employer and considers all applications without regard to race, color, religion, creed, gender, national origin, age, disability, marital or veteran status, sexual orientation, or any other legally protected status.

For additional information on learning and attention issues, including ADD/ADHD, dyslexia, dyscalculia, dysgraphia, dyspraxia, executive functioning issues, nonverbal learning disabilities, processing issues and more, please visit