Example Job Description

Director of Digital Learning

A director of digital learning who advances districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

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How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Director of Digital Learning role, how would you coach an educator who wants technology but has not defined the learning goal?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, how would you design sustained professional learning for digital instruction?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, a popular classroom tool has not completed privacy or accessibility review. What would you do?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, how would you evaluate a digital learning pilot?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, how would you support students with disabilities and multilingual learners?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, what does responsible digital citizenship look like across grade levels?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, how would you respond to inequitable device, connectivity, or support access?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, how would you use student work and feedback to improve implementation?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, an educator is overwhelmed by a required platform change. How would you help?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, how would you balance district consistency with educator choice?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, what continuity resources should support digital learning?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
In the Director of Digital Learning role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Director of Digital Learning leads and supervises work supporting districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.

The position applies digital learning leadership, instructional design, educator coaching, accessible technology integration, digital citizenship, professional learning, and implementation evaluation across learning-management, digital curriculum, classroom, collaboration, creation, assessment, accessibility, device, identity, student information, analytics, library, media, and professional-learning platforms. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Director of Digital Learning collaborates with students, families, teachers, coaches, librarians, principals, curriculum, special education, multilingual learner programs, assessment, technology, privacy, vendors, and community partners. The role is accountable for strategic governance, portfolio management, staff leadership, budgeting, procurement, and executive communication while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in education, educational technology, curriculum and instruction, instructional design, or a closely related field.
Successful completion of all district-required employment clearances.
Completion of role-required privacy, information-security, records, system, and program training within established timelines.

Preferred

Master’s degree in education, educational technology, curriculum and instruction, educational leadership, or a closely related field.
Valid California teaching or administrative services credential when required by the district-determined assignment and classification.
Current professional learning or certification related to digital learning leadership, instructional design, educator coaching, accessible technology integration, digital citizenship, professional learning, and implementation evaluation.
Relevant training in project management, data governance, privacy, accessibility, database, analytics, or information security.

Required / Desired Experience

Required Experience

Five or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with learning-management, digital curriculum, classroom, collaboration, creation, assessment, accessibility, device, identity, student information, analytics, library, media, and professional-learning platforms.
Experience partnering with students, families, teachers, coaches, librarians, principals, curriculum, special education, multilingual learner programs, assessment, technology, privacy, vendors, and community partners.
Experience in strategic governance, portfolio management, staff leadership, budgeting, procurement, and executive communication.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Plan and support standards-aligned digital learning, instructional design, coaching, model lessons, professional learning, resource curation, implementation, and reflection.
Partner with educators to define learning goals first and select accessible digital practices and tools that improve participation, feedback, creation, collaboration, assessment, and agency.
Develop differentiated professional learning, coaching cycles, communities of practice, guides, demonstrations, office hours, and peer leadership.
Coordinate review, pilot, adoption, licensing, rostering, accessibility, privacy, security, support, communication, and lifecycle of digital learning resources.
Use classroom evidence, student work, educator feedback, participation, accessibility, usage, and outcome data to improve implementation without overstating causation.

Data Quality, Controls, and Documentation

Verify instructional purpose, age appropriateness, standards alignment, accessibility, language support, student privacy, security, academic integrity, copyright, interoperability, and support before use.
Design for universal access while coordinating individualized accommodations and assistive technology with authorized teams.
Protect student voice, identity, work, media, assessment, and interaction data and use approved accounts, settings, sharing, retention, and publication practices.
Distinguish implementation challenges, professional-learning needs, resource inequities, technical issues, design flaws, and evidence limitations.
Document approved tools, intended uses, limitations, training, support, decisions, feedback, incidents, changes, and retirement.

Director of Digital Learning-Specific Leadership and Support

Own or support the assigned portfolio for districtwide vision, governance, educator capacity, accessible digital instruction, resource lifecycle, student agency, implementation, and evaluation, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

Digital learning leadership, instructional design, educator coaching, accessible technology integration, digital citizenship, professional learning, and implementation evaluation.
Learning-management, digital curriculum, classroom, collaboration, creation, assessment, accessibility, device, identity, student information, analytics, library, media, and professional-learning platforms.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with students, families, teachers, coaches, librarians, principals, curriculum, special education, multilingual learner programs, assessment, technology, privacy, vendors, and community partners.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.