Position Purpose
Implements a strategic plan for coherent supervision and support of high school principals aligned to District initiatives and goals. Leads high school principals in the development and implementation of processes designed to ensure and strengthen staff knowledge, skills, competencies, and abilities. Purposely engages with high school principals to establish systems that ensure all students, regardless of socioeconomic factors, are prepared for accelerated learning to compete in a global economy.
Advances the vision of Learning and Leading in Fort Worth ISD. Supports high school Principals and District Service Center staff in implementing a coherent PK-12 strategy to support all learners. Ensures that the Learning and Leading Division practices are designed to close achievement and opportunity gaps throughout the District in order to ensure equity for historically marginalized students. Leads professional learning across the District around research-based best practices across all content areas. Ensures high school campuses are supported appropriately with resources needed to implement programmatic requirements. Provides instructional leadership support to high school Principals in order to build leadership capacity to improve practices and increase student achievement. Ensures appropriate support is provided to campuses via coordination across divisions.
ESSENTIAL JOB FUNCTIONS
Instructional Leadership (Instructional Learner & Leader)
The executive director dedicates their time to helping high school principals grow as instructional leaders.
- Prioritizes 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 time and maximizes presence 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 implementation 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 high school principals and engages in effective learning strategies to help high school principals grow as instructional leaders.
Uses evidence to provide principal timely, actionable feedback on the principals’ role as instructional leader.Supports principals’ instructional and leadership actions based on various data points, such as student outcomes, district and campus goals, ongoing visits data, campus effectiveness metrics and PLC rubric, culture and climate surveys, and other data points.Supports principals’ development as instructional leaders through coaching, supervision, and connections to resources.Utilizes a weekly schedule that allows time for intensive, differentiated school support, which includes visibility in schools, focused one-on-one check-ins, and increased coherence and collaboration between schools and District Service Center.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.Provides strategic, one-on-one and group coaching, modeling and supervision of principals in all matters related to student academic outcomes, curriculum and instructional leadership, data-driven instruction, and effective and efficient campus management.Supports principals with planning and conducting PLCs, faculty meetings, professional development sessions, and events at the campus and District levels throughout the school year.Continuous Improvement (Supportive Leader)
The executive director uses evidence of high school principals’ effectiveness to determine necessary improvements in high school 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.Conduct regular school visits to observe classrooms with the purpose of identifying and monitoring high quality, standards-aligned and data-driven instructional practices, fidelity of implementation of district and campus initiatives, and systems for improving student growth and achievement.Evaluations & Feedback (Leadership Development)
The executive director engages high school 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 principals’ 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 goals.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 high 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.Guide the principal’s work to ensure T-PESS campus goals and school improvement plans are aligned with the School Board and Superintendent’s goals and priorities.School Culture (Equitable Access)
The executive director assists the district in ensuring the community of high 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, placing 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 high school 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 high 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 District Service Center administrators to determine high-leverage strategies and enact change that addresses common needs and results in increased performance.Provides feedback to District Service Center 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 campusPromotes 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.Safety
Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition.Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures.Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.Supervisory Responsibilities
Supervises and evaluates the performance of assigned principals.Selects, trains, supervises, and evaluates staff, and makes recommendations relative to assignment, retention, discipline, and dismissal.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 performs 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 with 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; District policies / 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 in written and oral communication, including ability to interact with and influence all levels of District Service Center, campus staff, and parents.Ability to design, organize, and track work plans, create appropriate working and decision-making processes, ensure stakeholders are engaged and supporting the work.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, staff, external 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 utilize software to create, access, analyze, and interpret spreadsheets, data dashboards, presentations, email, and 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.Ability to exercise absolute discretion regarding matters of a sensitive or confidential nature.Ability to handle difficult and stressful situations with professional composure.Travel Requirements
Travels to school district buildings and professional meetings as required.Physical & Mental Demands, Work Hazards
Tools / Equipment Used : Standard office equipment, including computer, peripherals, and interactive visual display panels.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 : Eligible for a Valid Texas Mid-Management and / or Principal Certification. Attainment of certification within six months is a condition of continued employment; Attainment of T-TESS and T-PESS Certification within six months is a condition of continued employment.Experience : 6 years’ experience in education required, including a minimum of 3 years’ experience as a campus principal in an urban setting; 3 years’ experience as a secondary campus principal preferredLanguage : Bilingual (English / Spanish) 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.
