Director of Information Systems

Job Description

Job Description

Community College Preparatory Academy

Director of Information Systems

Department: Information And Infrastructure Systems

Reports to: Chief Technology Officer

Status: Full-time; exempt

Location: Washington, DC / campus based

Salary band: $138,000–$168,000 annually

Supervisory responsibilities: Directly supervises assigned information-systems, help-desk, data, and technology-support personnel, including the Help Desk Technician—Tier 2; coordinates responsibilities with the Director of IT under the Chief Technology Officer.

Our mission

Community College Preparatory Academy (CCPrep) creates an innovative and rigorous learning environment for adults who are under-credited or have aged out of traditional K–12 pathways. We respond to each learner’s strengths and barriers while preparing students for employment, postsecondary education, industry credentials, and lifelong learning.

The opportunity

Lead reliable, secure, and integrated information systems that make learning, service delivery, reporting, and decision-making easier—not harder.

Why this role matters for students

Students benefit from dependable access, protected information, responsive support, and systems that allow staff to recognize needs and act quickly.

Cognia connections Culture of Learning, Leadership for Learning, Engagement of Learning, and Growth in Learning | Standards 1–3, 5–7, 11, 14–15, 17, 23–24, 26–27, 30–31. These responsibilities apply within this position’s assigned authority.

Essential responsibilities

• Own enterprise applications, identity/access practices, integrations, data flows, licensing, vendor performance, and lifecycle planning.
• Establish system administration, change management, backup, recovery, security, and documentation standards.
• Supervise information-systems and support personnel; define service levels and escalation routes.
• Partner with academic, student-service, finance, and data leaders to improve workflows and reporting.
• Maintain technology inventories, roadmaps, budgets, contracts, and risk registers.
• Coordinate incident response and continuity planning with the CTO and appropriate vendors.
• Partner with instructors to select and maintain accessible digital resources that advance learning objectives, active participation, and curiosity; evaluate usability with learners and staff.
• Identify device, connectivity, account, and digital-access barriers and coordinate timely resolution so learners can participate in instruction and assessments.
• Maintain reliable integration of learning, assessment, and student-information systems so authorized staff can monitor individual progress and evaluate supports.
• Use service trends, learner feedback, and instructional requirements to evaluate technology conditions and prioritize improvements; support training matched to demonstrated user needs.
• Provide equitable, respectful technology access and support; engage learners and staff in selecting reliable information resources and improving the systems on which learning depends.
• Maintain continuity, training, and collaborative support structures that help staff strengthen practice and learners participate fully in stable and changing environments.
• Maintain an authoritative application and website inventory with business owner, system administrator, data classification, integration, licensing, renewal, vendor, access-review, backup, continuity, and retirement information; coordinate secure operation of Google and Microsoft services, Canvas, student-information systems, help-desk tools, AssetPanda, and other approved platforms.

What strong performance looks like

• Priority systems meet approved availability, security, access, and recovery standards.
• Support trends and root causes drive documented service improvements.
• Access reviews, inventories, backups, renewals, and critical documentation remain current.
• Projects deliver approved outcomes, milestones, adoption, and budget performance.
• Specific annual targets and milestones will be established in the employee’s performance plan and aligned with the approved school operating plan.
• Technology reviews show learner and instructor input, access problems addressed, and evidence that selected tools serve instructional purposes.
• Systems provide secure, timely, traceable information for learner progress reviews and avoid preventable interruptions to instruction and assessment.
• Access, training, continuity, and user-feedback evidence shows reliable systems, responsive support, and equitable availability of learning resources.
• The application inventory, ownership matrix, licenses, integrations, service documentation, and user access remain current; renewals, unsupported tools, duplicate systems, and continuity risks are identified before service is affected.

Minimum qualifications

• Substantial experience administering enterprise systems, integrations, and identity/access controls.
• Bachelor’s degree in a relevant field or an equivalent combination of education and directly related experience.
• At least five years of progressively responsible experience, including project, program, or staff leadership.
• Demonstrated skill with data, documentation, cross-functional communication, and service-oriented problem solving.

Preferred qualifications

• Experience administering an environment that includes cloud productivity, identity and access, LMS/SIS integrations, ticketing, asset management, websites, and vendor-managed applications.
• Relevant cloud, security, network, IT service management, or project-management certification.
• Graduate degree or recognized professional certification related to the function.
• Experience in adult education, workforce development, public charter education, or a nonprofit setting.
• Experience establishing practical controls, dashboards, and continuous-improvement routines.

Core ways of working

• Centers adult learners, values their backgrounds and abilities, and respects their voice and choices.
• Communicates clearly, follows through, and raises risks early.
• Uses evidence, protects confidentiality, and documents work so others can rely on it.
• Collaborates across units and uses resources responsibly.
• Uses feedback and role-appropriate evidence to test improvements, apply professional learning, and review results.

Work environment and essential capabilities

Primarily campus and office based, with sustained computer use and frequent interaction with staff, students, vendors, or partners. Some evening, weekend, or off-site work may be required. Essential duties must be performed with or without reasonable accommodation.

Application and employment conditions

To learn more and apply, visit ccprep-academy.org/careers/. Questions or accommodation requests may be directed to (202) 770-3252.

CCPrep provides equal employment opportunity without regard to any characteristic protected by federal or District of Columbia law. Qualified applicants and employees may request reasonable accommodation for the application process or to perform essential job functions. Any required background, credential, driving-record, or employment-history review will occur in accordance with applicable law and at the appropriate stage of the hiring process. Employment may be contingent on satisfactory completion of job-related screening.

This description identifies the role’s principal responsibilities and essential functions. It does not create an employment contract and may be revised to reflect lawful, mission-related organizational needs. Related duties may be assigned when consistent with the role’s purpose and qualifications.