Texas Strategic Leadership (TSL) Executive Coach

Job Title: Texas Strategic Leadership (TSL) Executive Coach   FLSA Status: Exempt  Pay Grade: 107   Work Days: 226   Reports To: Director of Administrative Services   Primary Purpose  The vision of the Texas Strategic Leadership (TSL) program is to build district leadership team capacity to align district systems toward high-impact strategies that drive student outcomes.  To achieve this vision, the TEA seeks to build a statewide network of skilled senior leadership coaches and performance management specialists who provide deep technical assistance to  district leaders on this journey, with the eventual goal of each ESC having the capacity to deliver TSL support.  The TSL Executive Coach will recruit and support superintendents and their leadership teams through a 1–2-year journey to:  Design a strategic plan based on systems-level analysis and principles of effective organizational performance management and  Support early implementation by bridging LEAs to capacity-building supports aligned to strategic priorities named in step #1, inclusive of setting up strong performance  management systems.  Combines performance management skill-building, strategic planning, and coaching to achieve transformational outcomes for staff, students, and the community.  Qualifications  To perform this job successfully, an individual must be able to perform each duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.  Education/Certification  Masters in Education.  Valid Texas Teacher Certificate  Valid Administrator Certificate  Superintendent Certification, (Preferred)  Special Knowledge/Skills  Expert-level knowledge of effective district systems and practices aligned to Effective District Framework levers   Planning and Performance Management, Talent, Integrated Student Supports, Academic Experience, Instructional Capacity Building, Finance and Operations.  Deep understanding of core leadership competencies for district superintendents, change management processes and practices, performance management high-level principles and practices, stakeholder engagement, and adult learning and motivation theory   Knowledge of multiple coaching models to artfully pull best practices and protocols on a situational basis  Historical district and community knowledge within the region that will support analysis and building strong credibility and trust with superintendents  Conceptual understanding of district data analysis including quantitative and qualitative district inputs, outputs, and outcomes  Sufficient acumen with district data to partner with the Performance Management & Data Specialist to be able to translate data analysis into streamlined  recommendations to district (gaps, high-leverage priorities, etc.)  Ability to analyze available district assets, gather an understanding of what’s needed, develop a long-term plan in collaboration with the superintendent, and develop standardized systems to effect change  Ability to conduct/support a comprehensive landscape analysis and needs assessment of a district’s current data protocols, systems, and structures  Ability to support district superintendent in understanding gaps and end-to-end planning and performance management systems  Ability to identify and evaluate enabling conditions to actualize a vision around strategic systems and priorities  Ability to facilitate a range of conversations with the superintendent and district leadership team on root cause reflection, exemplar reflection, analysis, and strategic planning and effectively respond to superintendent responses and reactions  Confident communication (both verbally and in writing) with stakeholders that invests them in the process and builds analysis and planning skills  Ability to give frequent feedback to stakeholders on the quality of analysis and implementation planning  Strong presentation skills leveraging data and vision-based storytelling to inform and invest stakeholders in coaching inputs and outcomes  Strong learning design skills to support superintendent learning reflection, job-embedded development, and actionable planning outcomes  Ability to support superintendent in effective communication and engagement with the board, staff, parents, and the broader community  Strong time-management skills to be able to balance the district caseload of Executive Coach support  Team-oriented attitude and desire to work collaboratively with ESC staff campus/district/charter school personnel  Strong organizational, communication, public relations, and interpersonal skills  Experience  Former superintendent, chief academic officer, or other senior district leader who served in a strategic systems-level role that drove the identification of top priorities to achieve ambitious outcomes   Has regional context and relationships that will help build credibility and trust with current superintendents, as well as historical knowledge of community demographics, dynamics, and district performance  Has proven track record in previous district-level leadership roles  Has experience in district type/profile (i.e., small rural, charter experience in addition to traditional I.S.D.) that would align well with anticipated regional district interests/needs in the Texas Strategic Leadership program.  Essential Duties and Responsibilities  *This job description is not intended, and should not be construed, to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with this job. They are intended to be accurate reflections of those principal job elements essential for making fair hiring and pay decisions.    **This position may be partially or completely funded using grant and/or federal monies and is assigned programs to include activities designed to enhance the effective and coordinated use of funds.  Retaining 2-3 regional districts through the Texas Strategic Leadership program pilot.  Attendance and participation in [weekly/bi-weekly] meetings with district superintendents, and TEA’s TSL Team.  Attendance and participation in all ToT sessions to be fully certified in the Texas Strategic Leadership program.  Work to support participating districts in the completion of milestones and activities of the Texas Strategic Leadership program.  Regularly providing performance reports on district progress, barriers, and needs.  Regularly providing feedback to TEA on program refinements.  Providing context, data, and support to the TSL Performance Management & Data Specialist role within the ESC to provide necessary reports and resources to participating districts.  Provide tailored Executive Coaching and support to the superintendent and when necessary to their senior district leaders.  Jointly facilitate meetings with superintendents aligned to Texas Strategic Leadership milestones such as current state analysis, multi-year strategic planning, goal setting, and implementation planning.  Partner with TSL Performance Management & Data Specialist for strong preparation and effective integration of data and performance management principles as well as facilitation of key milestones.  Support superintendent and district leadership teams through learning opportunities from statewide peers and districts.  Lean into TSL learning experiences, demonstrate flexibility in program iteration and execution, as well as critical and creative thinking/problem-solving in providing meaningful feedback range of stakeholders.  Demonstrate strong content knowledge, facilitation skills, authentic district trust, and achievement of targeted district strategic planning outcomes to be officially certified as a TSL Executive Coach.   Actively participate in and/or provide leadership for inter-departmental teams to help improve student performance in the region, improve the ESC’s internal operations, and meet the established goals and objectives for the ESC.  Model effective use of technology in personal productivity and instructional applications.  Participate in designated local, state, and national professional development activities and share information with ESC staff and appropriate regional personnel.  Perform other duties as assigned.  Supervisory Duties  None  Equipment/Specialized Software Used  Computers, projection devices, control panels in meeting rooms, printers, productivity software, software specific to the job assignment, network resources, internet resources, and other hardware and software necessary to perform the functions of the job effectively and efficiently.  Working Conditions (Mental Demands/Physical Demands/Environmental Factors)  Mental: Public relations and people skills are always required, work with frequent interruptions, and maintain professional composure and confidentiality under stress.  Physical: Occasional prolonged and irregular hours, ability to move tables and chairs and load/unload boxes and materials. Prolonged use of a computer.  Environmental:  Open cubicles/workstations.  Evaluation  Annual performance evaluation will be performed in accordance with the adopted policies of the Education Service Center Region 11. Employment in this position is contingent upon performance, need, and funding.  Revision Date: December 2024  ADDENDUM - TSL Executive Coach  The ideal TSL Executive Coach believes:  All children can learn and achieve transformational outcomes regardless of barriers or obstacles  Improving the quality of learning communities in Texas is an urgent pursuit  Superintendents care deeply for their district community  All districts can succeed through systems-level alignment, strategic staffing, high-quality instructional materials in schools, and rigorous cycles of coaching and feedback to continuously audit and adjust mindsets, change management processes, and the improvement of instructional leadership skills and practices  Deep reflection and current state analysis demands vulnerability, candor, transparency, and a deep commitment to learning, growth, and continuous improvement  The most impactful Executive Coaches are direct, honest, and knowledgeable, but are simultaneously supportive, empathetic, trustworthy, and solutions-oriented  Effective district-level systems and practices should be rooted in quality research and measurable evidence of impact  Multiple stakeholders must be effectively brought along for a strategic planning process that has an enduring impact, including the district leadership team, key staff, board members, key community members, and families  Plans alone do not result in change. Change management, follow-through into implementation, and strong performance management practices are critical to translating vision into on-the-ground change  As supporters of district leadership, we must continually update our approaches based on the latest research and learn what is working in the field  Districts are not a monolith. Support must be highly customized to the district context while holding true to the fundamentals of a strong student experience that leads to student outcomes