The posting
General Definition Of Work The Data & Continuous Improvement Specialist (Title I) is responsible for leading the collection, analysis, and strategic use of data to improve student outcomes, particularly for Title I and at-risk student populations. This role ensures that data is not only reported, but actively used to drive instructional decisions, monitor progress, and accelerate achievement.
A central responsibility of this position includes supporting continuous improvement cycles (Plan-Do-Check-Act) across schools, with a targeted focus on closing critical SOL gaps in Danville Public Schools through timely data analysis and actionable insights.
This position serves as a systems driver of accountability, ensuring that schools and departments engage in consistent, data-informed decision-making aligned to division priorities.
Essential Functions 1. Data Analysis & Reporting Collect, analyze, and interpret multiple data sources (SOL, VALLSS, benchmark, attendance, behavior, subgroup performance) Develop and maintain data dashboards and reports that clearly communicate student performance trends Disaggregate data by subgroup to identify achievement gaps and priority areas for intervention Translate complex data into clear, actionable insights for school and district leaders Ensure timely and accurate reporting aligned to state, federal (Title I), and division requirements
2. Continuous Improvement (PDCA) Leadership Lead and support implementation of Plan-Do-Check-Act (PDCA) cycles at the school and district levels Facilitate regular data review cycles with principals, instructional leaders, and central office teams Ensure CHECK and ACT phases are executed with urgency, including identifying gaps and implementing corrective actions Support schools in developing, monitoring, and adjusting improvement plans based on real-time data Build internal capacity for continuous improvement practices across all Title I schools
3. Instructional Data Support & Alignment Partner with Curriculum & Instruction teams to align data analysis with instructional priorities and HQIM implementation Identify trends in literacy and mathematics performance, including cross-curricular opportunities to address SOL gaps Support schools in using data to inform Tier 1 instruction, as well as Tier 2 and Tier 3 interventions Collaborate with Fine Arts and Physical Education leads to ensure data-informed cross-curricular strategies support literacy and numeracy development aligned to critical SOL gaps in Danville Public Schools
4. Instructional Leadership & Professional Learning Design and deliver professional development on data literacy for teachers and principals Coach school leaders on using student achievement data to inform instructional decisions Develop standardized data meeting protocols for PLCs and leadership teams Support calibration of instructional walkthrough data and educator evaluation evidence Ensure professional learning emphasizes the connection between data, instruction, and cross-curricular strategies
5. School & Staff Support (Capacity Building) Support school-based data teams and Professional Learning Communities (PLCs) in analyzing student performance and adjusting instruction Develop tools, protocols, and templates for consistent data use across the division Strengthen school-level progress monitoring systems Train staff on interpreting benchmark and formative assessment data Support leadership teams in identifying root causes of achievement gaps Ensure staff consistently move from data awareness → data action → measurable impact
6. Federal Program Compliance & Program Evaluation Ensure all data collection, reporting, and evaluation practices meet Title I federal requirements Monitor and evaluate the effectiveness of Title I programs and interventions Support required federal reporting, needs assessments, and program evaluations Provide data analysis to inform resource allocation and program improvements
7. Additional Responsibilities Perform additional duties as assigned
Knowledge, Skills, and Abilities Strong expertise in data analysis, assessment systems, and performance reporting Deep understanding of continuous improvement frameworks (PDCA, MTSS) Ability to translate data into actionable instructional strategies Knowledge of High-Quality Instructional Materials (HQIM) and their alignment to assessment data Ability to analyze subgroup performance and equity gaps Strong facilitation and coaching skills to support adult learning Proficiency with data systems, spreadsheets, and visualization tools
Education and Experience Required Bachelor’s degree in Education, Data Analytics, Educational Leadership, or related field Master’s degree in Education, Data Analytics, or related field Minimum of 3–5 years of experience in education (including experience in high-need schools/divisions), assessment, or data analysis Experience working with student performance data in a school or district setting
Preferred Experience supporting Title I programs or federal accountability requirements Experience leading data teams, PLCs, or continuous improvement initiatives
Performance Indicators 100% of principals, assistant principals, and teachers trained in standardized data protocols Increased documented instructional adjustments following data cycles Improved timeliness and accuracy of digital data reporting Reduction in subgroup performance gaps Increased educator confidence in data use (survey-based metric) Timely and accurate delivery of data reports and dashboards Evidence of effective PDCA cycles implemented across schools Increased use of data to inform instructional decisions at the school level Measurable improvement in student outcomes, particularly in Title I schools Reduction in achievement gaps across student subgroups Increased alignment between data analysis and instructional practices Evidence that schools consistently move from data review to action
Physical Conditions and Work Contacts Work is typically performed throughout the school division. Lifting up to 40 pounds and other limited physical activities are required. Daily contact may include students, teachers, parents and administrators.
Terms of Employment 12 months (260 days); at least 8 hours per day
Evaluation
Performance evaluation will be conducted annually by the Director of Assessment and State Reporting on the effectiveness by which the employee has carried out the above responsibilities.
This job description is intended to accurately reflect the position activities and requirements. It is neither intended to be, nor should it be construed as, an all-inclusive list of the responsibilities, skills or working conditions associated with the position. Administration reserves the right to modify, assign, or remove duties as necessary.
