Leadership Development and Systems Improvement Specialist

Job Summary

The Utah Education Policy Center (UEPC) bridges research, policy, and practice by conducting rigorous research, performing comprehensive program evaluations, and providing expert, research-informed technical assistance and professional learning. We empower educators, policymakers, and leaders to make research actionable and impactful to transform education across early childhood, K-12, and higher education settings.

UEPC seeks a full-time practitioner-scholar with experience leading improvement in schools, districts, state agencies, and/or community-based organizations, and who can bring their expertise to support our professional learning and technical assistance/capacity-building partnerships, to serve on this dynamic team. The Leadership Development and Systems Improvement Specialist role is partner-facing. The person(s) in this role will design and facilitate high-quality, research-informed experiences for school, district, and state education partners, and actively cultivate new professional learning and technical assistance/capacity building partnerships to grow the UEPC's portfolio and impact.

Responsibilities

• Design and facilitate research-informed professional learning experiences, tools, and strategies for school, district, and/or organizational leaders and their teams to build leadership capacity, content knowledge, and sustainable improvement practices over time.
• Support school, district, and organizational leaders and leadership teams in applying continuous improvement processes and developing coherent improvement systems that align goals, strategies, data use, and leadership practices.
• Translate research and evidence into practical tools, protocols, frameworks, and resources that support leadership development and improvement.
• Lead and contribute to technical assistance engagements (e.g., needs assessments, strategic planning processes, PDSA cycles, capacity building strategies tailored to partner programs and contexts) with schools, districts, and/or organizations.
• Use participant feedback, implementation data, and outcome evidence to continuously improve the design, content, and/or facilitation approaches of professional learning and technical assistance/capacity building.
• Lead or contribute to the development of proposals and scopes of work for new and continuing partnerships.
• Conduct targeted literature reviews and synthesize research and evidence to inform professional learning design, resource development, and technical assistance strategies.
• Contribute to data collection, analysis, and reporting across research, evaluation, and technical assistance projects.
• Collaborate on concurrent projects, including managing tasks, timelines, deliverables, and partner communications.
• Lead and contribute to written products, including professional learning or technical assistance guides, briefs, presentations, tools, and publications.

Minimum Qualifications

• Master's degree in educational leadership, curriculum and instruction, or a related field.
• At least five years of professional experience in education with progressively increasing responsibilities and a minimum of three years in a formal leadership role such as principal, assistant principal, district-level administrator, agency director, or an equivalent role in an education-focused technical assistance organization.
• Demonstrated success designing and facilitating professional learning for leaders and educators across varied contexts, formats, and audiences.
• Demonstrated experience applying structured improvement efforts (e.g., leading improvement at the school, district, or state level using structured improvement methods such as inquiry cycles, PDSA, root cause analysis, data-informed decision-making, theory of change, logic models) in ways that produced documented and measurable results for schools, districts, or organizations.
• Demonstrated ability to interpret and apply research and evidence to inform professional learning design, tools, and content development.
• Demonstrated organizational skills, including the ability to manage multiple concurrent projects and meet deadlines.
• Demonstrated strong communication, written and oral communication skills, including the ability to produce professional deliverables (e.g., tools, guides, briefs, reports/publications, and presentations).
• Demonstrated ability to manage multiple concurrent projects while maintaining quality, rigor, and partner responsiveness.