Director I – Literacy First Program (Leadership Academy Network)

Director I – Literacy First Program (Leadership Academy Network)

Reports to: LAN Leadership – Dir. of Academics

PCN: 24817

Pay Grade: 307

Duty Days: 239

Salary Range: $88,792 - $106,978

FLSA Status: Exempt

This is a grant-funded position and is contingent on availability of funds.

Position Purpose

Leads and directs operations for the Literacy First program across multiple Leadership Academy Network (LAN) campuses. Supervises and provides guidance and modeling for Literacy First program. Responsible for preparing, planning, and presenting curriculum trainings. Observe, lead, evaluate, and coach Literacy First Teacher Assistants. Support teachers in understanding emergent readers' current proficiencies and strengths. Prepares regular reports and presents findings to multiple stakeholders.

Essential Job Functions

Program Leadership, Implementation & Stakeholder Alignment

• Consults and works collaboratively with all staff members regarding Literacy First program
• Direction related to the integration of Literacy First at LAN campuses
• Ensure alignment and fidelity to the Literacy First instructional model and program design, including coordination with external partners as applicable
• Ensure campuses and staff have the necessary resources, materials, and systems in place to effectively implement the Literacy First program
• Managing the relationship between LAN leadership, campus administrators, and Literacy First staff
  
  

Instructional Oversight, Coaching & Professional Learning

• Support Literacy First Teacher Assistants through modeled lessons and model/coach implementation to ensure program fidelity
• Schedule and facilitate Literacy First Teacher Tutors/Teacher Assistants instructional feedback reviews from phonics and fluency fidelity checks
• Review all lesson plans and fluency graphs
• Utilize fluency training observations to review students eligible to begin fluency work with instructional observations and fidelity checks
• Prepare Literacy First Teacher Assistants for caseload reviews to include file preparation, data analysis, and observational/instructional records
• Establish calendar, plan, and conduct Literacy First trainings for existing and new staff
• Plan, coordinate, and deliver regular Literacy First professional development sessions
• Plan and facilitate team building activities with staff
  
  

Data Analysis, Progress Monitoring & Reporting

• Analyze student data, individualized student needs, and tutoring observations to design and implement instructional changes
• Conduct weekly data reviews for all students
• Continuously monitor student progress for program acceleration and pacing adjustment
• Create, analyze, and distribute student summary reports to teachers and administrators
• Ensure accurate and timely data collection, submission, and reporting in alignment with program expectations and accountability requirements
  
  

Program Operations, Assessment & Systems Management

• Create all campus caseloads for Literacy First Teacher Assistants/Tutors and support use of Literacy First systems and tools
• Establish and maintain master Literacy First campus program schedules
• Audit waitlist at each school to check for correct program/student codes
• Audit Literacy First Teacher Assistants/Tutors organizational systems for lesson plans, instructional materials, and student data logs
• Schedule and coordinate BoY, MoY, and EoY benchmark testing
  
  

Communication, Compliance & Financial Oversight

• Schedule fall and spring data meetings
• Facilitate data meetings between campus administrators, teachers, and Teacher Assistants/Tutors
• Lead and facilitate planning meetings with LAN leadership to create regular reporting on data and program progress to FWISD Grants, Literacy First, and donor
• Maintains security of confidential student records, materials, and equipment
• Maintains compliance of all federal laws, rules, regulations, and timelines regarding FERPA including required data and reports
• Oversees all aspects of Literacy First program budget, in conjunction with FWISD Grants and LAN 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 the work area and promptly reports any conditions that are not immediately correctable to the supervisor
  
  

Supervisory Responsibilities

• Supervise Literacy First Teacher Assistants/Tutors
• Provides regular performance feedback and coaching both formally and informally
• Identifies and redirects employee performance concerns, including creating, and conducting performance evaluations
  
  

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 with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where team effort is required
  
  

Knowledge, Skills & Abilities

• Knowledge of federal, state, and district policies, including FERPA and compliance requirements
• Knowledge of effective instructional practices in Reading/Language Arts, including differentiation for diverse learners
• Knowledge of program evaluation, staff supervision, and continuous improvement systems
• Skill in analyzing complex data sets, identifying trends, and translating insights into actionable strategies
• Skill in strategic planning, project management, and program implementation
• Skill in problem-solving, decision-making, and prioritizing competing demands in a dynamic environment
• Skill in building strong relationships and collaborating with diverse stakeholders
• Strong communication skills, including the ability to convey complex information to varied audiences
• Ability to lead and manage teams to achieve high levels of performance and accountability
• Ability to align academic and operational systems to improve program effectiveness
• Ability to navigate complex organizational environments with professionalism and discretion
• Ability to utilize technology and data systems to support analysis, reporting, and communication
• Ability to maintain confidentiality and exercise sound judgment in sensitive situations
• Ability to manage multiple priorities while maintaining attention to detail and organizational effectiveness
  
  

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 and peripherals; standard instructional equipment
• Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, crouching, crawling, and twisting
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent use of hands for fine manipulation, handle or feel with hands and arms; frequent walking and climbing stairs
• Lifting: Occasional light lifting and carrying (less than 20 pounds); may require frequent heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift/move adaptive equipment
• Exerting: Frequently 10-25 pounds of force to move objects; occasionally 20-50 pounds
• Environment: Works in an office setting; frequent talking and listening; may require occasional irregular and/or prolonged hours
• Attendance: Regular and punctual attendance at the worksite is required for this position
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions
  
  

Minimum Required Qualifications

• Education:
• Master's degree from accredited college or university required
• Certification/License:
• Valid Teaching Certificate required
• Valid ESL Certificate required
• Experience:
• 5 years' experience in literacy, including significant experience working with diverse student populations
• Experience working with literacy intervention program or Literacy First is preferred This is a grant-funded position and is contingent on availability of funds.
  
  

This is a grant-funded position and is contingent on availability of funds.

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.