2026-2027 Director of School Leadership

Primary Purpose

Provide executive leadership and supervision to campus principals to ensure high levels of student achievement across all schools. Lead the development, coaching, and evaluation of principals through aligned systems of instructional leadership, data-driven decision-making, and continuous improvement. Ensure excellence in teaching and learning by supporting principals in the implementation of high-quality curriculum, instruction, and assessment practices.

Minimum Education/Certification

Qualifications:

• Master’s degree from accredited university
• Texas Principal or Mid-Management Certification
• Minimum of 5 years of successful experience as a campus principal (preferred)
• Demonstrated track record of improving student outcomes and campus performance
• Experience coaching or supervising school leaders preferred
• Central office experience preferred but not required
• Candidates must have a satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee. 

Special Knowledge/Skills

• Excellent communication skills, both oral and written
• Excellent organization and management skills as well as the ability to explain complex operational systems, meet demanding time deadlines, and use technology.
• Strong instructional leadership and coaching skills
• Ability to analyze and use student performance data to drive decision-making
• Excellent communication, organizational, and interpersonal skills
• Knowledge of curriculum, instruction, and assessment best practices

Major Responsibilities and Duties

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

Principal Leadership Development and Supervision

• Directly supervise and evaluate assigned campus principals
• Conduct frequent campus visits and instructional walkthroughs
• Provide actionable feedback to principals
• Develop and monitor principal performance goals
• Build leadership capacity through coaching and professional learning

Professionalism 

The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

• Rule §247.1 Purpose and Scope; Definitions 
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators 

Instruction and Program Management

Works closely with the Chief of Learning and Leadership to drive the development of a strong instructional environment across campuses by supporting and monitoring principals through the following:

• Lead principals in analyzing student performance data to inform instructional decisions and improve student outcomes
• Ensure the consistent implementation of high-quality Tier 1 instruction across all campuses
• Coach and support principals in observing instruction, providing feedback to teachers, and strengthening instructional practices
• Align district instructional priorities with campus-level implementation through strong principal leadership
• Provide targeted coaching and support to principals to enhance campus performance and student achievement
• Design and facilitate professional learning for principals focused on instructional leadership, data use, and continuous improvement
• Collaborate with district teaching and learning teams to support principals in the planning, implementation, and evaluation of instructional programs
• Support and monitor principals in the development and execution of Campus Improvement Plans (CIP), Targeted Improvement Plans (TIP), Turnaround Plans (TAP); ensure plans are data-driven, effectively implemented, and adjusted based on student performance
• Guide principals in implementing effective intervention strategies to address student needs and improve outcomes
• Collaborate with district teams to support principals in strengthening College, Career, and Military Readiness (CCMR) outcomes through effective campus practices
• Provide coaching and support to principals to strengthen Special Education, Dual Language, and MTSS frameworks, ensuring equitable access to high-quality instruction and targeted interventions for at-risk student populations.
• Monitor the effectiveness of campus Professional Learning Communities (PLCs) and hold principals accountable for ensuring PLCs focus on student learning, data analysis, and instructional improvement

Assessment and Data-Driven Instruction

Works closely with the Chief of Learning and Leadership to support and monitor principals in using assessment data to improve instruction and drive student outcomes through the following:

• Support principals in analyzing student performance data to inform instructional decisions and improve campus outcomes
• Monitor campus progress across key performance indicators and hold principals accountable for taking timely, strategic action to improve results
• Facilitate regular data reviews with principals to assess progress toward goals and identify necessary instructional adjustments
• Collaborate with district teams to ensure principals understand assessment and performance frameworks and align campus practices to district priorities
• Guide principals in identifying trends, addressing areas of need, and implementing targeted strategies to improve achievement across all student groups
• Utilize data to inform coaching, differentiate support, and strengthen principal leadership practices across campuses

Data-Informed Leadership and Performance Monitoring

Works closely with the Chief of Learning and Leadership to support and monitor principals in using data to drive instructional improvement and student outcomes through the following:

• Support principals in effectively using student performance data to inform instructional decisions and improve campus outcomes
• Monitor the extent to which principals are using data systems and tools to track student progress and adjust instruction
• Facilitate the use of data to identify trends, monitor progress, and guide campus-level decision-making
• Collaborate with district teams to ensure principals have access to relevant data and tools to support effective instructional leadership
• Guide principals in using data to differentiate support, target interventions, and improve outcomes for all student groups

Organization Improvement

The administrator promotes leadership in efforts to improve the school or organization through activities such as the following: 

• Collaborate in the development and articulation of a common vision of improvement
• Oversee the continuous improvement process, including Targeted Improvement Plans, Campus Improvement Plans, and the District Improvement Plan
• Coach principals and administrative teams on the continuous improvement process, yielding improvement in campus and district accountability ratings.

Communication and Community Engagement

Works closely with the Chief of Learning and Leadership to support principals in fostering strong communication and meaningful engagement with families and the community through the following:

• Support and coach principals in building positive, collaborative relationships with students, families, and community stakeholders
• Promote clear and consistent communication of campus goals, priorities, and student outcomes across schools
• Encourage and support principals in engaging families and the community as partners in student learning and school improvement
• Collaborate with district leaders to ensure alignment in communication and messaging that supports district priorities and campus success
• Participate in professional learning and share key insights and best practices with principals and campus leaders to strengthen communication and engagement efforts 

Professional Growth and Leadership Development

Works closely with the Chief of Learning and Leadership to develop principal capacity and ensure continuous professional growth aligned to district priorities through the following:

• Design, support, and facilitate professional learning for principals focused on instructional leadership, school improvement, and student outcomes
• Provide ongoing coaching and feedback to principals to strengthen leadership practices and improve campus performance
• Build leadership capacity by modeling effective practices and supporting the development of strong campus leadership teams
• Utilize performance data and evaluative feedback to guide the professional growth of principals and improve leadership effectiveness
• Engage in ongoing professional learning to strengthen personal leadership capacity and remain current on best practices in instructional leadership and school improvement

Leadership Expectations and Professional Standards

• Demonstrate a high level of personal integrity, professionalism, and ethical leadership
• Exhibit a collaborative leadership style that builds trust, develops others, and fosters strong relationships across campuses and departments
• Maintain a strong working knowledge of district, state, and federal policies affecting schools and ensure principals operate in alignment with expectations
• Model accountability, reliability, and a commitment to high performance in all aspects of the role
• Comply with the Code of Ethics for Texas Educators
• Maintain consistent attendance and punctuality to effectively support campuses and district priorities

Supervisory Responsibilities

•  Supervise assigned personnel (principals)

Equipment

Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, copier, fax and other equipment applicant to position

Environmental Factors

Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces

Physical & Mental Demands

• Maintain emotional control under stress
• Work with frequent interruptions
• Work irregular and extended work hours to include holidays and weekends
• Frequent walking, standing, stooping, bending, pulling and pushing
• Occasional: Lifting and carrying 15-44 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with assistance; Pushing /Pulling 10-35 pounds sporadically
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others
• Occasional district wide and statewide travel
• Use computer for prolonged period resulting in repetitive hand motions

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Salary : $476 - $664