• Executive Director –PK-12 School Leadership
  • JobID: 4171
  • Position Type:

    Administration: District/Executive Director

  • Date Posted:

    3/2/2020

  • Location:

    Administration Building

  • Closing Date:

    Open Until Filled

Executive Director – PK-12 School Leadership
Reports to:  Chief Of School Leadership
Pay Grade: 907
Days:   240 Days
Salary Range:  $110,071 – $135,058
Position Purpose 
FWISD defines effective leadership as “A high quality school led by an equity-focused principal who is an instructional lead learner fostering social emotional development and improving academic achievement through a strategic results-oriented vision”.  It is the primary responsibility of the Executive Director of School Leadership to supervise, support, and coach their principals towards becoming effective leaders (elementary, middle and high school principals).  To ensure each of their principals direct and manage their overall campus operations such that all students regardless of socioeconomic factors are prepared for accelerated learning to compete in a global economy.  To ensure their principals are responsible for leadership of their campus instructional programs, ensuring high standards of instruction and student achievement, compliance with district policies, application of instructional programs, and effective operation of all campus activities.
ESSENTIAL JOB FUNCTIONS
Instructional Leadership (Instructional Learner & Leader)
The executive director dedicates their time to helping principals grow as instructional leaders.

    • Spends time in schools observing principals and the effects of their leadership efforts.
    • Communicates effectively with principals and explains reasoning and research behind decisions and actions.
    • Monitors their use of time to ensure they are spending most of it in schools coaching and developing principals on instructional leadership, human capital, executive leadership, school culture, and strategic operations.
    • Develops and provides professional learning experiences for principals, that result in principals use of new systems and /or strategies at the school site to enhance teaching and learning among classrooms.
    • Reinforces teaching and learning as a primary lever of positive impact on student achievement, by frequently visiting classrooms with principals and participating in problem solving that helps principals to enact high quality professional learning at their school sites.
    • Builds independent decision makers and reflective practitioners aware of and able to anticipate both intended and unintended consequences of their decisions.

Executive Leadership (Strategic Leader)
The executive director coaches and supports individual principals and engage in effective learning strategies to help principals grow as instructional leaders.

    • Uses evidence to provide principal timely, actionable feedback on their work as instructional leaders.
    • Supports principal development as instructional leaders through coaching, supervision, and connections to resources.
    • Builds relationships with principals based on common goals, support, and mutual accountability.
    • Coaches principals to build teaching and learning systems at their school site that can be illustrated through observable actions, artifacts, documents, and /or conversations with staff and students.
    • Acts as coach and supervisor to principals, upholding the intent of the T-PESS evaluation process to ensure continuous improvement among principals.
    • Moves between the stance of a coach and the role of a supervisor as necessary to push the learning of the principal.
    • Demonstrates understanding of effective instructional practices, intervention strategies, and use of assessment practices, through contributions to District planning, and with individuals and groups of principals.
    • Collaborates with other District departments to provide the necessary supports for each principal.

Continuous Improvement (Supportive Leader)
The executive director uses evidence of principals’ effectiveness to determine necessary improvements in principals’ practice to foster a positive educational environment that supports the diverse culture and learning needs of students.

    • Gathers qualitative, quantitative and observational evidence about principals’ capacity ensuring diverse learners’ needs are met.
    • Uses evidence from a variety of sources, to assess current levels of principals’ proficiency for managing change, and ensuring equitable student access to appropriate, rigorous learning.
    • Provides purposeful, timely, goal-aligned, and actionable feedback to principals.
    • Provides professional learning opportunities and support for principals, based on the individual needs of the principals.
    • Conducts regular visits to each school campus to complete classroom visits and coaching sessions.

Evaluations & Feedback (Leadership Development)
The executive director engages principals in the formal district principal evaluation process in ways that help them grow as instructional leaders.

    • Gathers high quality qualitative, quantitative and observational evidence about principals’ capacity for instructional leadership.
    • Communicates and models how the T-PESS evaluation process supports principal’s growth as instructional leader.
    • Collaborates with principals to identify leadership strengths and weaknesses, determines actions and supports needed to improve their practice, and develops a professional learning plan for achieving their goal.
    • Supports principals in reaching their goals by monitoring progress, conducting formative assessments, providing feedback, and revising elements of the professional learning plan as needed.

Align Goals & Resources (Visionary Leader)
The executive director advocates for and informs the coherence of organizational vision, policies and strategies to support schools and student learning.

    • Examines the Campus Educational Improvement Plan, to promote achievement and equity for students, and ensure alignment with District vision, policies, and strategies to inform principal evaluation and coaching.
    • Assists principals in learning to allocate school resources in ways that best support staff and meet their school’s needs.
    • Gathers and provides feedback to District leaders regarding District goals, policies, and strategies to support the work of principals and student learning.

School Culture (Equitable Access)
The executive director assists the district in ensuring the community of schools with which they engage are culturally/socially responsive and have equitable access to resources necessary for the success of each student.

    • Models and advocates for fair, equitable, and appropriate leadership practices with principals, with particular emphasis on student achievement, equity, and social justice.
    • Ensures principals are aware of schoolwide access to the full range of integrated services to meet the diverse cultural and learning needs of each student.
    • Exhibits cultural competency in interactions and decision-making within the school, and to high-quality instructional practices.
    • Follows policies, regulations, and procedures specific to role and responsibilities.

Self-Evaluation (Continuous Improvement)
The executive director engages in their own development and continuous improvement to help principals grow as instructional leaders.

    • Uses feedback and data from multiple sources (e.g., principals, supervisor, and executive director colleagues) to reflect upon personal strengths and weaknesses, and determine needed professional learning.
    • Seeks opportunities to increase their own professional knowledge in an effort to remain current on school leadership support, educational research, and evidence-based practices.
    • Sets pertinent and measurable professional learning goals to improve their leadership practice.

Organizational Vision (Results Oriented)
The executive director leads strategic change that continuously elevates the performance of schools and sustains high-quality educational programs and opportunities across the district.

    • Uses evidence from a variety of data sources to identify areas of need in each school, and common needs across schools in the District.
    • Works with the principals and central office administrators to determine better strategies and enact change that addresses common needs and results in increased performance.
    • Provides feedback to central office staff about ways to improve services that support principals, schools, and student learning.
    • Works with central office administrators to drive changes to the District vision, strategies and policies, so they better support student learning and continuous improvement.

Safe Campus Environment

    • Provides feedback to principals on the safety and security of the campus
    • Promotes established safety procedures and techniques to ensure all campuses perform job duties including lifting and climbing, and use of operating tools and equipment according to established safety procedures.
    • Supports principals in correcting unsafe conditions in work area and promptly reporting any conditions that are not immediately correctable to appropriate authorities

Supervisory Responsibilities

    • Supervises and evaluates the performance of assigned principals.

Personal Work Relationships

    • All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
    • Exhibits high professionalism, standards of conduct and work ethic.
    • Demonstrates high quality customer service; builds rapport/relationship with the consumer.
    • Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork.  Responds and acts appropriately in confrontational situations.

Other Duties as Assigned

    • Performs all job related duties as assigned and in accordance to the Board rules, policies and regulations.  All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities

    • Knowledge of federal and state guidelines, as well as District policies and procedures.
    • Knowledge of budgets and budgeting processes for both local and federal funds and experience in developing and managing central or campus budgets.
    • Knowledge of applicable federal and state laws regarding education, as well as District policies and procedures.
    • Knowledge of current theory, research, and practices in curriculum, instruction, and leadership development.
    • Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
    • Knowledge of best practices in administration, program evaluation and staff supervision.
    • Knowledge of best practices of professional development programs and administration.
    • Knowledge of the principles and practices of the development and delivery of professional development for adult learners.
    • Knowledge of current research and literature related to effective leadership.
    • Knowledge of data information systems, data analysis and the formulation of action plans.
    • Skill in organizational, public, and interpersonal relations.
    • Skill in program management, evaluation, program planning, program development, implementation and evaluation.
    • Skill in staff development training, technical assistance, consultation and evaluation of school administrative staff, faculty, and students.
    • Skill in using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
    • Skill in judgment and creativity in decision-making; considering the relative costs and benefits of potential actions to choose the most appropriate one.
    • Skill at the intermediate level, working with Microsoft Office 365, especially Outlook, PowerPoint, Excel, and Word.
    • Ability to design, organize, and track work plans, create appropriate working and decision-making processes, ensure stakeholders are engaged, and supporting the work itself.
    • Ability to communicate effectively, both orally and in writing with staff and the community in a multi-ethnic educational environment.
    • Ability to work well with all levels of internal management and staff, as well as outside clients and vendors.
    • Ability to exercise discretion regarding matters of a sensitive or confidential nature.
    • Ability to facilitate and conduct group meetings with campus-based staff, students, parents and community as needed.
    • Ability to work interactively with practicing teachers and principals.
    • Ability to prepare oral or written communications, such as presentations, reports, memoranda, letters, grant proposals, and curriculum documents.
    • Ability to engage in self-evaluation with regard to performance and professional growth.
    • Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Travel Requirements 

    • Travels to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards

    • Tools/Equipment Used:  Standard office and classroom equipment, including computer, peripherals and Promethean Board.
    • Posture:  Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
    • Motion:  Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.
    • Lifting:  Occasional light lifting and carrying (less than 15 pounds).
    • Environment:  Works in an office setting; works irregular and/or prolonged hours; works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise.
    • Attendance:  Regular and punctual attendance at the worksite is required for this position; works irregular and/or prolonged hours.
    • Mental Demands:  Maintains emotional control under stress; works with frequent interruptions; works irregular and/or prolonged hours.

Minimum Required Qualifications

    • Education:  Master’s degree from accredited college or university in Education or a directly related field required; Master’s degree in School Administration preferred.
    • Certification/License:
      • Valid Texas Mid-Management or Principal Certification required;
      • T-TESS and T-PESS Certification preferred.
    • Experience:  7 years’ in education required, including a minimum of 4 years’ as a campus principal in an urban setting.  Experience in all levels preferred (PK-12).
    • Language:  Bilingual (English/Spanish) working proficiency preferred in some settings.

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.