Executive Director - Analytics, Assessment, Reporting and Accountability

Executive Director – Analytics, Assessment, Reporting & Accountability

Reports to:

Deputy Superintendent, Curriculum and Instruction

Pay Grade: 1002

Days: 239 Days

Salary Range: $160,000 – $190,000

FSLA Status:
Exempt

The Executive Director of Analytics, Assessment, Reporting, and Accountability (AARA) serves as the district’s lead for designing, integrating, and executing a coherent system of assessment, data, and performance management to accelerate student achievement. The role ensures all assessment, data, and accountability systems are aligned, accurate, timely, and actionable in real time, directly supporting instructional decision‑making and district wide outcomes. It oversees the full assessment and data pipeline from Demonstrations of Learning (DOLs) and interim assessments to state accountability results, college, career, and military readiness indicators, and strategic initiatives such as the Enhanced Teacher Incentive Allotment (TIA), ensuring end‑to‑end coherence across the system.

In close collaboration with Curriculum & Instruction, School Leadership, Technology, and Talent Management, the Executive Director ensures that data is not only collected and reported, but actively used in real time at all levels of the organization—including classrooms, PLCs, ILTs, and executive leadership—to drive reteach, acceleration, teacher development, and school improvement. The role also leads district wide data literacy efforts, the development of real‑time dashboards, and the maintenance of accurate data systems aligned to district, state, and federal requirements, while serving as the district’s primary leader for data integrity and accountability in alignment with Texas Education Agency expectations.

• Leads the design, integration, and continuous improvement of a coherent district wide system of assessment, data, and accountability aligned to TEKS, district instructional priorities, and state requirements.
• Ensures alignment across all components of the assessment pipeline, including Demonstrations of Learning (DOLs), interim assessments, benchmarks, and state assessments, to maintain rigor and coherence across the system.
• Oversees the development, refinement, and implementation of the district’s local assessment strategy in partnership with Curriculum & Instruction, ensuring alignment to grade‑level expectations and instructional frameworks.
• Ensures all digital instructional and assessment platforms are effectively configured, integrated, and monitored to support teaching, learning, and progress monitoring.

• Oversees the development and delivery of high‑quality, timely, and actionable data reporting at the student, classroom, campus, feeder pattern, and district levels.
• Ensures the accuracy, integrity, and one‑time entry of all assessment and accountability data, maintaining full alignment with district, state, and federal reporting requirements.
• Leads the development and implementation of real‑time dashboards and reporting tools that enable educators and leaders to monitor student progress, instructional effectiveness, and performance trends.
• Serves as the district’s lead liaison with the Texas Education Agency on all matters related to assessment data, accountability reporting, and data validation.
• Establishes systems and processes to ensure consistent, reliable data access and reporting across departments, campuses, and external partners.

• Drives district wide expectations for the use of data to inform instruction, ensuring that assessment results are actively used to guide reteach, acceleration, and student grouping decisions.
• Partners with Curriculum & Instruction and School Leadership to ensure data is embedded into PLCs, ILTs, and campus planning cycles to improve teaching and learning.
• Leads the development and implementation of a comprehensive data literacy strategy for teachers, principals, assistant principals, and district leaders, ensuring staff can effectively interpret and act on data.
• Ensures alignment between assessment data and instructional…