Director, AP Readiness Analysis

Director, AP Readiness Analysis  

College Board – AP&I  

Location: This is a fully remote role. Candidates who live near CB offices have the option of being fully remote or hybrid (Tuesday and Wednesday in office).  

Type: This is a full-time term position that will last 24 months from the start date. 

About the Team  

The College Board’s Advanced Placement and Instruction division develops and administers coursework taken by more than 3 million students worldwide each school year, and the related subject matter exams utilized by more than 4,000 colleges and universities for course placement and awarding of college credit. These include credit and placement examination programs like CLEP and ACCUplacer; Advanced Placement (AP) and Pre-AP courses in 40+ disciplines; and associated teacher professional learning programs.   

The AP Program Access department focuses on expanding availability of AP and Pre-AP courses, participation among traditionally underserved students, and supporting teachers. Our goal is to serve a broad range of high school students to succeed in rigorous courses and earn credit opportunities that accelerate them to and through college. Within this department, our AP Readiness & Learning team focuses on growing the pipeline of students ready for AP by:  

• Implementing our AP Readiness program including our Pre-AP courses and associated resources for teachers and students in 8th-10th grade and strengthening its role in building readiness for AP 
• Exploring how students and teachers experience implementing AP access courses 
• Understanding perceptions of teacher professional learning (PL) offerings to inform new offerings and PL development 
• Managing the process of sharing accountability data and annual reports with states and other stakeholders to monitor participation and performance in Pre-AP and AP  

We use what we learn to enhance how AP and Pre-AP teachers are trained, supported, and retained, emphasizing effectively leading classrooms that meet the needs of all students, particularly those taking their first AP course. We are currently assembling a new Readiness Content Development Team to develop and execute a strategy for building the pipeline of students ready for AP, focusing on designing and deploying resources and tools for 8th and 9th grade classrooms.   

About the Opportunity   

As Director, AP Readiness Analysis, you will play a key role in developing new AP professional learning offerings with a focus on developing and implementing learning plans, data collection tools, and stepback protocols to inform developing and refining our offerings and ensuring our teacher professional learning achieves intended impact and levels of satisfaction. As a trusted advisor to our partners in AP Instructional Services (the team charged with building our professional learning approach), you are passionate about understanding stakeholders and leveraging data to support their needs. Because updates to teacher professional learning platforms and modules are currently under development, you will have a high level of comfort with ambiguity, and the ability to adapt learning plans rapidly to support PL development. Drawing on your prior experience utilizing common continuous improvement methodologies to drive short-cycle learning, you will create new opportunities to investigate professional learning offerings and craft narratives from the data to support program decision making. You relish the opportunity to bridge the gap between knowledge gained through field learning and its application at scale. You will report to the Executive Director, AP Readiness and Learning. 

In this role, you will focus on:   

Continuous Improvement to Inform Professional Learning Development (40%)   

• Develop plans for iterative learning cycles to address learning questions posed by AP Instructional Services, related to both PL offerings and PL delivery platforms   

• Create surveys and focus group/interview protocols to investigate teachers’ preferences for PL delivery, teachers’ experience of various PL offerings, as well as barriers to accessing PL  

• Utilize qualitative and quantitative methods to conduct exploratory analyses and raise new questions that drive the collection of new data  

• Create insights and synthesize themes from both original data and existing administrative data to inform ongoing PL development  

Project Management (30%)  

• Develop and execute project timelines and work plans, managing deadlines and workflow across cross-divisional teams and external stakeholders  

• Communicate proactively across cross-divisional teams about prioritization and emerging project needs  

• Generate new ideas and create new approaches to projects to creatively solve problems  

Communications & Stakeholder Engagement (30%)   

• Serve as a thought partner; engage in team problem-solving; and share knowledge and insights on emerging trends and research impacting professional learning  

• Facilitate meetings and communicate formally and informally with internal and external stakeholders  

• Clearly communicate results with cross-divisional team, using accessible language and intuitive data visualizations in memos, reports, or power point presentations to assist these stakeholders in interpretation of data and analyses  

• Assist in the design and implementation of regular stepbacks, establishing a common data debrief protocol oriented towards decision making  

About You  

You have:  

• 5+ years of experience in education research, policy, consulting, philanthropy or other relevant environments focused on teaching and learning, ideally at the high school level  

• Keen interest in and curiosity about adult learners, teacher professional development, teacher career ladders, and/or preparing teachers to use instructional strategies that support all learners  

• Experience utilizing common continuous improvement methodologies, such as the Plan-Do-Study-Act cycle, in developing and implementing programs  

• Deep familiarity with analysis of survey, interview, and focus group data, as well as experience analyzing large scale administrative datasets  

• Experience with SQL and NoSQL databases as well as qualitative and quantitative analytical tools such as R, Stata, Excel, NVivo, etc.  

• Strong data visualization skills using tools such as Tableau or similar with the ability to gather, synthesize and analyze relevant data to identify trends  

• Exceptional data storytelling skills with the ability to transform complex data into clear, actionable, data-driven recommendations or insights  

• Strong project management skills to keep projects on track, matched by comfort with ambiguity that allows you to adjust plans rapidly in the face of new information or challenges  

• Excellent communication and listening skills, including helping others understand practical implications of data analyses  

• A natural curiosity and an inquisitive mindset that allows you to ask insightful questions, understand how processes work, and seek out new information to deepen your knowledge 

• A collaborative mindset, energized by working on cross-divisional teams   

• Strong attention to detail and a thorough, feedback-oriented approach   

• An ability to make connections across a variety of teams, seeing the big picture through the details and accommodating different points of view   

• An ability to travel 3-5 times per year  

• Authorization to work in the United States  

About Our Process   

• Application review will begin immediately and will continue until the position is filled   

• While the hiring process may vary, it generally includes resume and application submission, recruiter phone/video screen, hiring manager interview, performance exercise such as live coding, a panel interview, a conversation with leadership and reference checks.    

About Our Benefits and Compensation 

College Board offers a competitive benefits and compensation program that attracts top talent looking to make a difference in education. As a self-sustaining non-profit, we believe in compensating employees fairly in relation to each other, their qualifications, their impact, and the relevant market.  

The hiring range for a new employee in this position is $80,000 to $135,000. College Board differentiates salaries by location so where you live will narrow the portion of this range in which you can expect a salary.  

Your salary will be carefully determined based on your location, relevant experience, the external labor market, and the pay of College Board employees in similar roles. College Board strives to provide our best offer up front based on this criteria.  

Your salary is only one part of all that College Board offers, including but not limited to:    

• A comprehensive package designed to support the well-being of employees and their families and promote education. Our robust benefits package includes health, dental, and vision insurance, generous paid time off, paid parental leave, fertility benefits, pet insurance, tuition assistance, retirement benefits, and more 

• Recognition of exceptional performance through annual bonuses, salary growth over time through market increases, and opportunities for merit raises and promotions based on increased scope of responsibility 

• Once you’ve hit the six-month mark at the College Board, we'll contribute double the amount you put in your TIAA retirement plan each year, up to 10% of your annual salary 

• A job that matters, a team that cares, and a place to learn, innovate and thrive 

You can expect to have transparent conversations about benefits and compensation with our recruiters throughout your application process. 

#LI-REMOTE

#LI-AP1