It may be that my own experience in the education field could help you. There is a natural progression within education whereby your experience in the classroom leads to partial classroom work paired with administration which leads to decreasing classroom work and increasing administration and so on. But it takes some planning and the rewards aren't immediate. I suspect you've already nearly reached the 'burn-out' point and you are, no doubt, impatient to move on.
After teaching for ten years (Science/Maths) it was evident to me that the day-to-day grind of teaching/assessment/marking etc would lead to burn-out. So I completed post-graduate qualifications in Educational Administration. This led to applications for Head of Department (HOD) positions in Maths or Science and eventually a successful application. The HOD (also sometimes called a Subject Master) position in a Secondary School is about half teaching in the classroom and half administration. Three years of that and I started applying for Deputy Principal positions and was successful pretty quickly. The DP position is mostly administration. I think the most I taught was one class (Five periods per week) and I was usually a non-teaching DP. Five years of that and I applied for position of Principal and was successful. Principals in largish secondary schools don't teach. Finally, after several years as Principal, I applied for a position in statewide management in the state office and eventually retired from that position.
In summary, as I progressed through the ranks and gained experience and new skills, I progressed through reduced teaching load and increased administration load until I eventually moved right out of schools and actual contact with children. Probably the best by-product of this progression is that the pay increases with increased administration load. And, incredibly, the pay increases with decreased student contact. The irony of all this - the best teachers become administrators. The most skilled administrators become those with reduced student contact until there is no student contact at all. In the last twenty years of my career, I found myself increasingly nostalgic for the classroom contact. And, ironically, I had taught myself right out of the classroom and didn't even visit schools, much less classrooms any more. I haven't taught a class in thirty years and haven't had a teacher-student relationship with pupils for longer than that.
facepalm
Still, it's the kind of thing that I can imagine some urbanites being very good at, so I thought I'd flag it up.
At least with direct applications I can use a cover letter to outline how I actually fit the job description even though my CV might not actually tell you that. 
