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  • Director of Student Progress and Performance
    Job Type: Full-time

Description

Position Title: Director of Student Progress and Performance
Location: Landmark School, Beverly and Manchester, MA
Reports to: Head of School
Position Type: Full-Time, 12 Months

Position Overview

Landmark School seeks a dynamic and strategic Director of Student Progress and Performance to lead the design, implementation, and oversight of a comprehensive, unified student evaluation and reporting system. This individual will balance visionary leadership with systems-based thinking, ensuring that Landmark’s reporting framework aligns with its values, mission, and Portrait of a Graduate (POG) while also meeting public funding and regulatory requirements.

As the founding leader of this newly created cross-campus department, the Director will play a pivotal role in shaping how Landmark measures and communicates student progress, integrating academic achievement, remediation, executive functioning, and Dyslexic Thinking Skills into a cohesive, meaningful reporting system. This framework will not only track traditional academic growth but also highlight the strengths and skills unique to dyslexic learners, such as creativity, problem-solving, adaptability, and pattern recognition—skills that are increasingly valued in the modern workforce.

The Director will design, build, and lead a small team responsible for implementing and supporting this work, ensuring that faculty, families, and external stakeholders receive clear, actionable insights into student growth.

The Director will report to the Head of School, serve on the Leadership Team, and work closely with faculty, academic leaders, families, and external partners to ensure that reporting processes inform instruction, reduce administrative burdens on faculty, and provide families with a complete picture of student progress and performance.

 

Key Responsibilities

Vision & Leadership
  • Design and implement a school-wide progress reporting system that captures:
    • Academic skill development (standardized and normed assessments)
    • Regulatory and compliance reporting for publicly funded students
    • Holistic student growth, including executive functioning, and Dyslexic Thinking Skills, such as resilience, and self-advocacy, aligned with the Portrait of a Graduate
    • Measurement of Future-Ready Skills that emphasize innovation, collaboration, and creative problem-solving
  • Ensure consistency across campuses so that all students—publicly and privately funded—are evaluated through a unified framework.
  • Establish Landmark as a leader in LD education assessment and progress reporting, positioning the school as an innovator in data-driven, student-centered evaluation.
  • Lead and develop a small team to support the implementation, training, and day-to-day operations of the department’s work.
Systems & Data Management
  • Oversee the development and integration of a centralized student progress tracking system, ensuring data accessibility for teachers, academic leaders, and administrators.
  • Ensure all state and federal compliance reporting is met seamlessly while minimizing administrative burdens for faculty.
  • Develop clear, user-friendly reporting tools that effectively communicate student progress to families.
  • Maintain data security and accuracy, ensuring confidential and ethical use of student progress information.
Assessment Design & Implementation
  • Develop a balanced assessment framework that includes both standardized, normed measures and innovative ways to track executive functioning, Dyslexic Strengths, and Future-Ready Skills.
  • Ensure all assessment practices are aligned with instructional goals and support faculty in making informed teaching decisions.
  • Work with academic leadership to refine and adjust assessments based on student needs and institutional priorities.
Collaboration, Faculty Support & Team Leadership
  • Lead, mentor, and support a small team of professionals responsible for public funding reporting, assessment development, data management, and faculty training.
  • Provide ongoing training and professional development for teachers on best practices in assessment, progress monitoring, and meaningful reporting.
  • Serve as a strategic partner to faculty and academic leaders, ensuring that reporting is not just about compliance, but about student growth.
  • Streamline reporting structures to reduce faculty workload, allowing teachers to focus more on instruction and student support.
Public Funding Compliance & District Communication
  • Serve as the primary point of contact for publicly funded student reporting, ensuring compliance with IEP, DESE, and district requirements.
  • Ensure regulatory obligations are met efficiently while ensuring consistency in progress reporting for all students.
  • Oversee IEP development, tracking, and reporting, integrating these processes into Landmark’s broader assessment framework.
Strategic Communication & Reporting
  • Provide families with meaningful, transparent, and easy-to-understand reports that reflect student strengths, progress, and areas for growth.
  • Ensure that progress reports are communicated three times per year, providing actionable insights for students, families, and teachers.
  • Use data insights to highlight the effectiveness of Landmark’s approach, reinforcing the school’s leadership in LD education.

 

Requirements

Experience & Expertise
  • Master’s degree or higher in Education, Data Analytics, Educational Leadership, Special Education, or a related field.
  • Extensive experience in progress monitoring, assessment design, and student evaluation systems.
  • Background in language-based learning disabilities (LBLD) or special education, preferred.
  • Experience in developing and managing data systems that inform instruction and improve student outcomes preferred.
  • Experience managing a small team responsible for data, assessment, compliance, and faculty support preferred.
Skills & Leadership Competencies
  • Strategic Thinker & Systems Leader – Can design and implement school-wide progress monitoring and reporting structures that align with Landmark’s mission, values, and goals.
  • Data-Driven Innovator – Uses quantitative and qualitative insights to develop meaningful assessment tools that enhance student learning.
  • Visionary Communicator – Able to engage and collaborate with faculty, families, and external partners to create a cohesive, transparent, and effective reporting system.
  • Collaborative Change Agent – Works across departments to integrate assessment and progress monitoring into daily instruction without overburdening faculty.
  • Expert in Student Learning & Development – Understands both academic skill remediation and broader executive functioning to measure student progress holistically.
  • Tech-Savvy & Process-Oriented – Proficient in assessment tools, student data platforms, and reporting software, ensuring efficient data management and accessibility.
  • People Manager & Team Leader – Ability to hire, develop, and lead a small team, fostering a culture of collaboration, excellence, and continuous improvement.

 

Why This Role Matters

This role will ensure that Landmark measures not just what students overcome, but what they excel in. By designing a reporting system that values both remediation and strengths, the Director will help position Landmark as a leader in Dyslexic Thinking and Future-Ready Skills measurement—ensuring that every student’s unique abilities are recognized, valued, and communicated effectively.

How to Apply

Please send a resume and cover letter using the form below or by emailing Landmark School’s Director of Human Resources, Sue Madden, [email protected] using the subject line "Director of Student Progress and Performance".

Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates. 

Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate in such a manner. Inquiries concerning the application of each of these statutes and their implementing regulations may be referred to the Human Resources Office at Landmark or the Office for Civil Rights, United States DOE or Massachusetts Commission Against Discrimination.