Executive Director- Elementary Curriculum, Instruction, & Professional Learning

Days per Year: 226

Min: $113038

Mid: $136192

JOB DESCRIPTION

JOB TITLE:Executive Director Elementary Curriculum Instruction &Professional Learning

REPORTS TO:Chief Learning Officer

WAGE/HOUR STATUS:Exempt

PAY GRADE:AI 7

PRIMARY PURPOSE:

The Executive Director - Elementary Curriculum Instruction and Professional Learning provides strategic leadership and executive oversight for the Districts Pre-K-5 curriculum instruction assessment professional learning instructional coaching Professional Learning Communities academic intervention and campus instructional-support systems. The position develops implements monitors and continuously improves a coherent academic framework that promotes rigorous curriculum high-quality instruction aligned assessment educator effectiveness and increased student achievement.

Working collaboratively with the Chief Learning Officer campus administrators academic leaders and District departments the Executive Director translates Board goals District priorities state standards accountability requirements student-performance data and educator needs into actionable instructional systems for early learning and elementary literacy writing mathematics science social studies foundational skills intervention enrichment and the transition from early learning through Grade 5. The position establishes quality standards implementation expectations monitoring structures and accountability measures while ensuring purposeful vertical alignment with the Districts other grade-span academic team.

The Executive Director supervises develops and evaluates the Director - Early Learning elementary curriculum specialists instructional coaches and other assigned personnel; serves as a strategic advisor to District leadership; and ensures campuses receive timely aligned responsive and measurable academic support. The Executive Director must demonstrate exceptional leadership integrity systems thinking organizational judgment and the ability to influence at scale while championing educational equity educator excellence and student achievement.

All employees are expected to act with integrity support organizational goals communicate clearly and respectfully champion the needs of students and employees and drive continuous improvement.

QUALIFICATIONS:

Required:

• Masters degree from an accredited college or university in Curriculum and Instruction Educational Leadership Educational Administration or a closely related field
• Valid Texas teaching certificate
• Valid Texas Principal Mid-Management or other applicable administrative certificate
• Minimum of five years of successful experience in curriculum and instruction professional learning instructional coaching campus leadership or District-level academic leadership including substantial experience supporting Pre-K-5 programs
• Minimum of three years of successful experience supervising evaluating coaching and developing professional staff
• Demonstrated experience designing implementing and evaluating districtwide or multi-campus curriculum assessment professional-learning coaching or instructional-improvement initiatives
• Experience utilizing student-performance educator-practice implementation and accountability data to guide instructional improvement and organizational decision-making

Preferred:

• Doctoral degree from an accredited college or university in Curriculum and Instruction Educational Leadership Educational Administration or a related field
• Valid Texas Superintendent Certificate
• Minimum of five years of successful classroom teaching experience
• Successful experience as a middle or high school campus principal
• District-level responsibility for multiple secondary academic functions content areas or instructional-support teams
• Experience leading instructional-materials adoption curriculum implementation assessment systems professional learning instructional coaching Professional Learning Communities or accountability-improvement initiatives
• Experience presenting strategic recommendations and academic updates to executive leadership the Superintendent or the Board of Trustees
• Bilingual with demonstrated proficiency in English and Spanish

SPECIAL KNOWLEDGE/SKILLS:

• Demonstrated executive-level leadership capacity with the ability to design lead and sustain comprehensive curriculum instruction assessment professional-learning and instructional-support systems
• Comprehensive knowledge of curriculum design standards alignment lesson design assessment literacy intervention systems instructional program management and research-based teaching practices
• Advanced knowledge of the Texas Essential Knowledge and Skills state assessment expectations accountability systems and applicable federal and state academic requirements
• Advanced knowledge of early childhood development foundational literacy the science of teaching reading writing development elementary mathematics inquiry-based science social studies pedagogy and developmentally appropriate practice
• Knowledge of prekindergarten guidelines kindergarten readiness early literacy screeners elementary state assessments dyslexia supports acceleration intervention enrichment and effective transitions across early learning and elementary grades
• Deep knowledge of adult learning theory professional-learning design instructional coaching Professional Learning Communities change management implementation science and organizational improvement
• Ability to evaluate the accuracy rigor pacing coherence accessibility usability and instructional quality of curriculum assessments instructional resources interventions and professional-learning materials
• Advanced assessment literacy including assessment design cognitive demand item quality administration scoring data analysis and instructional response
• Ability to analyze and communicate student-achievement educator-practice implementation observation participation and program-effectiveness data
• Ability to establish quality-control processes implementation expectations performance measures monitoring systems and continuous-improvement cycles
• Strong understanding of instructional-materials adoption instructional technology digital learning artificial intelligence student data privacy academic integrity and responsible technology integration
• Strong talent-management financial-management project-management communication facilitation coaching negotiation and organizational-leadership skills
• Ability to lead complex initiatives build consensus manage competing priorities anticipate risks resolve conflict exercise sound judgment maintain confidentiality and remain professional under pressure
• Demonstrated proficiency with Google Workspace Microsoft Office Suite curriculum and assessment platforms learning-management systems instructional technology virtual-learning platforms and data-visualization applications

MAJOR RESPONSIBILITIES AND DUTIES:

Strategic Academic Leadership and Decision-Making

• Establish and communicate the Districts strategic vision for Pre-K-5 curriculum instruction assessment professional learning instructional coaching Professional Learning Communities academic intervention and continuous improvement.
• Translate Board goals District priorities state standards accountability requirements student-performance data and educator needs into measurable academic priorities implementation plans and monitoring systems.
• Serve as a strategic advisor to the Chief Learning Officer regarding elementary instructional quality curriculum assessment professional learning intervention academic resources and organizational improvement.
• Establish departmental goals performance indicators quality standards work plans timelines decision-making protocols and accountability measures.
• Exercise independent judgment in approving academic resources prioritizing departmental work assigning personnel and resources addressing implementation concerns and directing corrective action within delegated authority.
• Lead cross-functional academic initiatives and establish clear roles among departments involved in curriculum assessment technology professional learning data reporting and campus support.
• Develop strategic recommendations executive reports impact analyses and presentations for District leadership and the Board of Trustees.
• Identify emerging academic implementation compliance resource and organizational risks and implement timely mitigation strategies.
• Recommend instructional-material adoptions staffing configurations resource allocations vendor actions and the expansion revision or discontinuation of academic programs.
• Partner with the other grade-span Executive Director to maintain coherent Pre-K-12 expectations vertical alignment shared systems and smooth student transitions.

Curriculum Instructional Resources Assessments and Intervention

• Direct the design development alignment approval implementation and continuous improvement of the Districts Pre-K-5 curriculum.
• Ensure curriculum and instructional resources align with the Texas Essential Knowledge and Skills adopted materials state assessments readiness standards and District priorities.
• Establish quality standards and review processes for curriculum documents pacing guides unit plans instructional slide decks teacher guides student resources digital content intervention materials and enrichment supports.
• Lead vertical and horizontal curriculum alignment and ensure resources include rigorous tasks clear learning expectations formative assessment differentiation accessibility and appropriate supports for diverse student populations.
• Lead the review selection recommendation adoption implementation and evaluation of high-quality instructional materials within the assigned grade span.
• Establish development calendars approval workflows quality-control protocols version-control procedures publishing expectations and accountability timelines for curriculum and instructional resources.
• Direct the development validation administration scoring reporting and improvement of District common unit benchmark formative writing and performance assessments.
• Ensure assessments are standards aligned instructionally matched appropriately rigorous accessible unbiased secure and supported by clear administration and scoring procedures.
• Coordinate with Research and Accountability and other departments to ensure accurate assessment administration reporting accommodations data governance and instructional use.
• Establish expectations for checks for understanding data protocols dashboards and progress-monitoring tools that help educators translate student evidence into instructional action.
• Direct District systems for early learning kindergarten readiness foundational literacy elementary numeracy dyslexia-responsive instruction and timely academic intervention.
• Ensure strong alignment among prekindergarten guidelines elementary TEKS adopted instructional materials early literacy assessments and Grades 3-5 STAAR expectations.
• Strengthen transitions from early learning to kindergarten and from Grade 5 to middle school through aligned expectations student information and targeted supports.
• Evaluate curriculum instructional resources assessments and interventions using implementation evidence student work formative data benchmark results and state-assessment outcomes.

Professional Learning Coaching Professional Learning Communities and Campus Support

• Design implement and continuously improve a comprehensive Pre-K-5 professional-learning framework aligned with District priorities curriculum implementation educator needs and student achievement.
• Establish standards for professional-learning design facilitator preparation participant engagement differentiation implementation follow-up and evaluation.
• Provide executive oversight for assigned annual professional-learning calendars curriculum academies content institutes leadership learning and major District learning experiences.
• Develop differentiated learning pathways for teachers teacher leaders instructional coaches campus administrators curriculum leaders and District administrators.
• Design lead monitor and evaluate the instructional-coaching framework for the assigned grade span including service expectations coaching cycles documentation requirements collaboratives and performance measures.
• Establish expectations protocols tools and monitoring systems for effective Professional Learning Communities focused on curriculum internalization lesson preparation student work formative assessment intervention enrichment and instructional response.
• Build the capacity of principals assistant principals specialists coaches department or team leaders and teacher leaders to facilitate effective coaching and Professional Learning Communities.
• Lead a differentiated campus-support system based on student performance accountability data curriculum implementation leadership capacity and instructional need.
• Conduct learning walks with campus and District leaders establish instructional look-fors and calibration processes and provide clear actionable feedback.
• Coordinate curriculum-specialist and instructional-coach assignments campus-support plans implementation reviews intervention cycles and progress monitoring.
• Evaluate the effectiveness of professional learning coaching Professional Learning Communities and campus support using educator-learning evidence implementation data instructional practice student work and student outcomes.

Technology Program Evaluation and Continuous Improvement

• Provide academic leadership for the evaluation and integration of instructional technology digital curriculum platforms artificial intelligence tools and emerging technologies within the assigned grade span.
• Establish expectations for the responsible ethical accessible secure age-appropriate and instructionally sound use of digital resources and artificial intelligence.
• Collaborate with Technology Services Data Governance Legal Services and other departments to address cybersecurity student data privacy accessibility academic integrity and responsible use.
• Lead structured pilots of academic programs and technologies using defined selection criteria implementation expectations professional-learning supports and measures of success.
• Develop systems for evaluating curriculum assessments instructional resources professional learning coaching interventions technology and other academic initiatives.
• Use quantitative and qualitative evidence to identify programs resources and practices that should be strengthened revised expanded replaced or discontinued.
• Develop executive dashboards and impact reports connecting implementation educator practice student access student performance equity and return on investment.
• Lead instructional grants innovation initiatives competitive grant programs and special projects assigned to the department.

Organizational Leadership Resources and Compliance

• Supervise evaluate coach and develop the Director - Early Learning elementary curriculum specialists instructional coaches and other assigned personnel.
• Establish performance expectations work plans assignments deliverables timelines service standards and evidence requirements for assigned staff.
• Hold personnel accountable for the quality accuracy timeliness implementation and measurable impact of their work.
• Provide feedback recognition support and corrective direction while fostering collaboration innovation responsiveness and continuous improvement.
• Develop the instructional expertise leadership capacity data literacy facilitation skills project-management abilities and executive presence of assigned personnel.
• Develop leadership pipelines succession plans and growth opportunities for curriculum leaders instructional coaches specialists teacher leaders and other high-potential employees.
• Recommend hiring promotion reassignment development evaluation and termination of assigned personnel in accordance with District procedures.
• Develop and manage departmental and grant budgets and ensure responsible allocation of resources aligned with instructional priorities and demonstrated need.
• Oversee procurement contracts vendors instructional resources assessment tools professional-learning systems technology platforms and professional services.
• Evaluate the cost effectiveness scalability accessibility instructional value and measurable impact of programs resources platforms and services.
• Provide oversight for grant implementation reporting deliverables budgets evaluation compliance and sustainability planning.
• Maintain productive partnerships with campuses District departments Education Service Centers institutions of higher education professional organizations and community partners.
• Ensure compliance with federal and state law State Board of Education rules Texas Education Agency requirements Board policy District procedures accessibility standards student data privacy expectations and applicable grant requirements.
• Remain current on educational research legislation accountability state standards assessment instructional practices professional learning artificial intelligence and emerging technologies.
• Maintain confidentiality exercise sound professional judgment demonstrate ethical leadership and perform other duties as assigned by the Chief Learning Officer.

WORKING CONDITIONS:

Physical Demands / Environmental Factors

The usual and customary methods of performing the jobs functions require physical mobility prolonged sitting standing walking bending and occasional lifting carrying pushing and pulling. Frequent travel throughout the District is required to conduct learning walks facilitate professional learning monitor curriculum implementation participate in coaching activities and support campuses. Occasional statewide or national travel may be required for professional conferences training grant activities or other District business. Evening summer weekend or extended work hours may be required to support professional learning major District events deadlines and executive responsibilities.

Mental Demands

Ability to lead multiple complex academic systems and competing priorities; analyze curriculum instruction assessment implementation professional-learning personnel technology and student-performance data; make high-stakes decisions; supervise and evaluate personnel; manage large-scale projects; lead organizational change; interpret laws policies and accountability requirements; resolve conflict; exercise sound judgment; maintain strict confidentiality; communicate effectively with diverse audiences; and maintain professionalism and emotional control under pressure.

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.

This position is funded by a Federal/and or State grant. You understand that your employment is expressly conditioned on the availability of full funding for the position. If full funding becomes unavailable your employment is subject to termination or nonrenewal or reassignment as applicable.

Required Experience:

Director