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Director of Education

North Charleston, SC

Relocation expenses: Not paid

Full time
5 - 10 years of experience
Bachelor's Degree
$71,000 to $80,000 per year

Published on 9 Jun 2018

Expires on 9 Jun 2018

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Director of Education

A Unique Opportunity
Like many other communities across the country, our Tri County Region has been plagues with a persistent achievement gap in academic  performance between children who come from a low income households and children that come from middle-income household. We are home to some of the best performing elementary schools in the state, but unfortunately also some of the worst. Historically, our economy was service and tourism-based, which meant that wages were low and poverty rates are high. We believe that through collective efforts, we can bend the curve to ensure that all children enter Kindergarten ready to learn.
We are committed to finding a strong Director of Education, who is passionate about mobilizing our community and can apply the discipline of Collective Impact, to moving forward the work of the Kindergarten Readiness Network. This person must be equipped with exceptional relationship and project management skills, as well as the ability to motivate diverse groups to action to attain complex, multi-pronged goals.
Kindergarten Readiness Network

In May 2015, TUW catalyzed change in education with the launch of the Kindergarten Readiness Network, guided by Trident United Way in partnership with Tri-County Cradle to Career Collaborative. This collaborative initiative aims to improve academic and developmental outcomes for children from birth through age 5 by creating a cohesive and strategic plan in coordination with community, local, and state stakeholders. As the Kindergarten Readiness convening partner, Trident United Way works with 148 early childhood partners, including businesses, nonprofits, and state agencies, to cultivate efficient and effective partnerships this community needs in order to develop and implement systemic projects that will prepare children to enter kindergarten ready to learn on day one. 

By 2025, 85 percent of children in the Tri-county region are ready for Kindergarten (currently at 40 percent)
Vision Statement:

Kindergarten Readiness involves children, families, early care and educational environments, schools and communities.

  • Families and caregivers encourage the physical, social and emotional, cognitive, and language development of children.
  • Early Childhood practitioners partner with children and their families using evidence-based,child-centered, and developmentally and culturally appropriate curricula and practices.
  • Communities create a system for access and support resources and institutions that will promote and support the development of the whole child. All are necessary so that all children will experience kindergarten success.

Resource Hub Catalytic Project

In March and April of 2016, Trident United Way conducted focused groups and surveys with Child Care Directors and low-income mothers to vet the need and relevance of proposed catalytic projects. Findings indicated that parents, practitioners, and community-based organizations want a comprehensive Kindergarten Readiness Resource Hub. In May 2016, the Kindergarten Readiness Network approved of the Resource Hub Project. Currently, under exploration is an evidence-based model called Family Connects.
About Charleston, SC

Below is a link to a US News and World Report about living in Charleston:


Director of Education

Reports To (Title):
Vice President of Community Impact

Job Type:

Community Impact

FLSA Classification:

Date Last Reviewed:


Trident United Way’s (TUW) Director of Education is principally responsible for overseeing the Education Impact Area and implementing the collective impact discipline to manage several education initiatives including, the Kindergarten Readiness Network, guided by Trident United Way in partnership with Tri-County Cradle to Career Collaborative, and Reading by Third. Working closely with TUW’s formal partner, the Tri-County Cradle to Career, the DEI leads a Guiding Team and partner convenings (1) Maintaining and refining of a system of shared accountability for achieving co-created collective impact community goals; (2) Ensuring and supporting the involvement, engagement, ownership and transparency among diverse stakeholders (e.g. agencies, organizations, governmental bodies, businesses, community volunteers, practitioners, institutions of higher education); (3) Overseeing the effective implementation of catalytic projects; and (4) Identifying emerging issues, recommending adaptations, and facilitating  solutions to ensure networks remain relevant and effective. She/he will also identify, recommend and support adoption of key innovations (breakthrough products, processes, technologies, etc.) with the potential to scale impact exponentially in Education areas aligned with TUW goals. This position also serves as the secondary Relationship Manager for TUW Program Investment partners in Education and facilitator for funded partner data dives, volunteer monitoring teams and other related activities.
Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time.


Essential Job Function 1
Using the Tri-county Region Improvement Process (T.R.I.P.) and applying the Collective Impact discipline, lead the Kindergarten Readiness Guiding Team in partnership with Tri-county Cradle to Career to improve outcomes for young children and families in Berkeley, Charleston and Dorchester counties.
Essential Job Function 2
Develop a 3-5 year TUW Education Impact Area framework in partnership with the TUW Learning and Evaluation department, to identify data-driven, formative priority issues from birth to age 8 to develop clear, action plans; facilitate decision making; and ensure collaboration with all stakeholders and continuous quality improvement. Use plan to inform the potential Education-focused Collective Impact Investment Strategy target. 
Essential Job Function 3
Serve as the secondary Relationship Manager and support all functions of the Funded Partner Model of Support of education funded partners in the Program Investment strategy process, including but not limited to providing technical assistance (both compliance and programmatic) and monitoring and evaluation.
Essential Job Function 4
Manage and oversee the Education Impact Area annual budget to ensure the efficient and effective use of these resources. In conjunction with partners and TUW Resource Development staff, identify and secure grants and other financial resources to seed new, strategic initiatives. Manages and maintains existing grant deliverables and renewals, in conjunction with the TUW Finance Department.
Essential Job Function 5
Working with the Evaluation & Learning department, maintain quarterly key performance indicators and progress reporting, in addition to identifying education data and statistics to aid in data-driven decision-making for internal and external investments, partnerships and initiatives.


I.  Convene Tri-County Cradle to Career Guiding Teams, Project Teams and Collaborative Network

  • Coordinate regular collaborative meetings and additional meetings with individual collaborative partners.
  • Maintain continuous communication between meetings.
  • In partnership with the Tri-County Cradle to Career, provide data for the annual community report card

II.  Project Manager for Education Initiatives and Investments

  • Oversee project management and/or supervision of Project Manager for current and new Education Initiatives. Current projects include: Reading by Third, Links 2.0 and Family Connects.
    • Develop workflow, project plans, proof of concept, operating procedures, management reports and instructional/training materials required for service delivery and the evaluation and adoption of new processes and continuous quality improvement.
  • Conduct and/or coordinate administrative tasks, such as reporting, invoicing and conducting interim planning and progress meetings.

III.  Community Engagement and Partnership

  • Participate on the leadership teams of community, state and national organizations whose missions and activities align with the TUW’s mission.
  • Establish positive working relationships with funded partners and other community organizations, effectively representing TUW in all communications.
  • Identify other programs and initiatives in the community that will increase progress toward the achievement of TUW and community intermediate and long-term goals.
  • Provide progress reports to the TUW Social Innovation Board.
  • Work with the TUW Communications & Volunteer Engagement and Resource Development Department to create effective strategies to promote the Education strategies in the community and with donors.

IV.   Serve as Relationship Manager for Funded Partner/Education Investments

  • Assist in the relationship management of Education Program Investments monitoring and technical assistance, in partnership with the Community Impact Investments Manager.
  • Serve as primary Relationship Manager for Collective Impact Investments
    • Provide technical assistance, conduct ongoing evaluation and lead monitoring to assist/advise funded organization to proactively identify risk factors such as staffing, infrastructure, profitability and scalability.

V.   Additional Responsibilities

  • Actively participate in all TUW events and activities, demonstrating the ability to be a good colleague and team builder.
  • Embrace all aspects of diversity, ensuring that the department is culturally sensitive and accepting of individual differences.
  • Perform other essential functions as directed by the Vice President of Community Impact.



  • Bachelor’s Degree from an accredited institution – Required
  • Master’s degree in a human services, education, or community development related field – Preferred


  • ​Combined 7 plus years of proven success in working human services, - public administration or business domain; or 3 or more years of experience as an Executive Director of a moderate size nonprofit organization; or 5 or more years of experience as a high level nonprofit Program Director, preferably in more than one organization.
  • Preferred experience in early education with low- to moderate-income families and/or convening large-scale, collaborative networks.
  • Two (2) or more years program evaluation experience, measuring outcomes and using data to improve program performance.
  • Project management experience, preferably using project management software.
  • Strategic planning experience.


  • Strong project management skills and ability to balance complex, multi-faceted initiatives with competing priorities
  • Highly entrepreneurial and action-oriented personality
  • Commitment to the Collective Impact discipline and continuous quality improvement methodologies
  • Commitment to using data to drive collective decision making
  • Excellent interpersonal skills and effective oral and written communication that supports the involvement, engagement, ownership and transparency among diverse stakeholders
  • Ability to anticipate and recognize hurdles/obstacles and to broker collaborative problem-solving and issue resolution
  • Facilitative leadership style and the ability to provide continuous, strategic communication to multiple audiences
  • Ability to be flexible and adapt to changes within both the organization and community
  • Ability to work effectively in a fast-paced performance management culture
  • Demonstrated ability to collaborate and broker agreements with a variety of stakeholders
  • Attention to detail
  • Advanced proficiency with Microsoft Office Suite required
  • Ability to work independently and as part of a team
  • Thrives in a cross functional and cross-divisional work environment
  • Ability to use technology for network facilitation and project management 


  • This job requires exerting up to 20 pounds of force frequently, and/or a negligible amount of force constantly to move objects.
  • Worker must frequently use typical office equipment (telephone, copier, printer, fax, etc.).
  • Worker sits most of the time.
  • Worker communicates with constituents, clients, and/or partners by phone and in person.
  • Routinely required to walk and occasionally travel by car.


  • Primarily works in a climate controlled office-based setting.


Requirements, skills, and abilities described above are representative of those that must be met by an employee to successfully perform the essential functions of this position with or without reasonable accommodation. In no instance, however, should the duties, responsibilities, and requirements be interpreted as all-inclusive. Additional functions and requirements may be assigned by supervisors as deemed appropriate. Duties, responsibilities and activities may change at any time with or without notice.