Director of Culture

The Director of Culture partners with Heads of School, school leadership teams, and campus staff to cultivate and sustain a safe, joyful, and inclusive learning environment grounded in strong character development and a positive school culture. Reporting to the Director of Academics, the Director of Culture serves as a strategic leader responsible for the implementation, and continuous improvement of school-wide culture and behavior systems across CDCPS campuses., Culture Systems & Data Leadership:

• Data-Driven Interventions: Track and analyze school culture metrics (e.g., suspension rates, behavior referrals, and school climate surveys) to identify network trends and implement proactive, targeted interventions.
• MTSS & SST Alignment: Lead the behavioral components of the Multi-Tiered System of Supports (MTSS) framework, collaborating closely with Student Support Teams (SST) to design, monitor, and iterate on behavioral intervention plans for high-needs students.
• Social-Emotional Programming: Oversee the administration, implementation, and continuous evaluation of school-wide social-emotional learning (SEL) programming and restorative practices in collaboration with the leadership team.
• Compliance & Outside Partnerships: Develop an operational understanding of, and coordinate with, outside support agencies to provide holistic student support.

Staff Coaching & Professional Development:

• Instructional & Culture Coaching: Partner with Heads of School to coach classroom teachers on general classroom management. Provide high-leverage support through regular observations, modeling, real-time feedback, and structured debrief sessions.
• Professional Development Design: Lead, design, and facilitate impactful staff training on topics such as trauma-informed care, culturally responsive teaching, proactive behavior management strategies, and relationship-building.
• De-escalation & Safety: Serve as a certified Safety-Care liaison and trainer for school staff, offering real-time de-escalation strategies and crisis-response support when critical behavior interventions are required.

Family & Community Engagement

• Caregiver Partnerships: Serve as a vital resource for families, partnering with them to navigate behavioral challenges and promote a cohesive, positive educational experience between home and school.
• Discipline Communication: Support campus leadership teams and teachers with student discipline processes, ensuring transparent, restorative, and timely communication with families.

Operational Leadership

• Network Resource: Act as an expert consultant and resource for teachers, counselors, and administrators regarding complex student behavior and school climate.
• Continuous Improvement: Research, develop, and implement innovative programs aimed at improving student discipline, equity, and overall school culture.
• General Leadership: Perform other tasks, duties, and responsibilities as assigned by the Director of Academics., This position requires regular onsite work and travel between CDCPS campus locations. The Director of Culture works in a dynamic school environment and is expected to maintain a visible presence throughout school campuses and other student-centered settings. Physical demands include the ability to move throughout school facilities for extended periods, including navigating stairs and outdoor areas, standing and walking for significant portions of the workday, and communicating effectively with students, families, staff, and community partners in person, by phone, and electronically.

The role may require responding to student behavioral incidents and supporting de-escalation efforts in accordance with school policies and training. The position may occasionally require lifting and moving of up to 50 pounds. Evening and occasional weekend attendance at school events, meetings, or activities may be required.

Reasonable accommodations will be provided to enable qualified individuals with disabilities to perform the essential functions of the position.

Compensation Statement

At Community Day Charter Public School, we are committed to equitable and transparent compensation practices that reflect our values and mission. Compensation for this position is based on our established salary bands and guidelines. Our compensation practices are regularly reviewed to ensure fairness, consistency, and compliance with the Massachusetts Pay Transparency Act.

Do you have experience in Working with middle schoolers?, * Minimum of five (5) years of successful experience in a K-8 educational setting, with a proven track record of managing student culture and behavior.

• Three (3) or more years of previous educational leadership experience (e.g., Dean, Assistant Principal, Instructional Coach) is strongly preferred.
• Bilingual in English and Spanish is strongly preferred.
• Expertise in student behavior management, restorative practices, crisis prevention, and DESE physical restraint regulations, including experience overseeing staff training and compliance.
• Ability to successfully complete all required background checks, including a CORI & SORI check, SAFIS check, and any additional clearances required by the Department of Elementary and Secondary Education.

3.33.3 out of 5 stars 190 Hampshire Street, Lawrence, MA 01840 $80,000.00 - $104,381.85 a year - Full-time

Community Day Charter Public School (CDCPS) is a nationally acclaimed free public charter school and one of the first charter schools established in Massachusetts. Serving approximately 1,200 students in grades pre-kindergarten through 8 across multiple campuses in Lawrence, Massachusetts, CDCPS is committed to delivering a rigorous, student-centered academic program that supports students' social, emotional, and holistic development. Our success is grounded in strong relationships, personalized support, social-emotional learning, and high academic expectations. CDCPS is recognized for strong student outcomes, with its Upper School ranked among the top charter middle schools in Massachusetts and in the top 25% of all Massachusetts middle schools by U.S. News & World Report (2024).