Executive Director R S E; Results Improvement Support Excellence) Title

Executive Director of R I S E

Provide strategic, differentiated leadership and support to campuses and principals based on identified needs, leadership experience, and school performance. Lead district wide systems of support for new principals and campuses requiring targeted or intensive assistance, including campuses operating under TIP, TAP, or other designated improvement plans.

Build the capacity of principals and campus leadership teams to strengthen instructional leadership, establish effective systems, improve student outcomes, and sustain organizational performance. Partner with principal supervisors and district departments to diagnose needs, develop and monitor improvement strategies, coordinate resources, and ensure campuses receive timely and effective support.

Develop sustainable systems that accelerate campus performance, strengthen principal effectiveness, prevent performance decline, and build the leadership capacity necessary for long-term school success.

Education/Certification:

• Master's degree in education administration or related field
• Doctoral degree, preferred
• Texas Principal Certification
• Texas Superintendent Certification is required, or must be actively pursuing certification, and obtain certification upon hire

Experience:

• Minimum of five (5) years of successful elementary/secondary principal experience, secondary experience must include high school level
• Minimum of three (3) years of experience as an elementary/secondary classroom teacher required
• Demonstrated and documented track record of successfully leading school turnaround efforts, including moving a campus from failing to meet accountability standards to meeting and/or exceeding standards
• Experience supporting, coaching, or developing principals and campus leadership teams
• Experience leading or supporting campuses through turnaround, targeted improvement, or other intensive school support
• Experience developing and implementing systems for continuous improvement
• Experience working with new or developing principals, preferred

Special Knowledge/

Skills:

• Demonstrated expertise in leading curriculum, instruction, and assessment systems through successful campus and/or district leadership experience
• Proven ability to use data-driven decision-making processes to improve student outcomes and organizational performance
• Strong knowledge and application of state and federal education law, accountability systems, and board policy
• Exceptional communication, coaching, and relationship-building skills with experience supporting and developing school leaders
• Demonstrated ability to lead complex initiatives, manage multiple priorities, and influence outcomes across departments and stakeholder groups
• Strong public relations, community engagement, and interpersonal skills
• Ability to build leadership capacity through coaching, feedback, professional learning, and performance management systems

Major

Responsibilities and Duties:

Targeted and Intensive Campus Support:

• Lead and coordinate district support for campuses identified for TIP, TAP, or other targeted or intensive improvement processes.
• Partner with principals and principal supervisors to identify root causes, establish high-leverage priorities, and develop actionable improvement plans.
• Establish progress-monitoring cycles that connect student performance, adult practice, targeted response, evidence of impact, and strategic adjustment.
• Ensure improvement plans move beyond compliance by translating identified needs into measurable changes in leadership practice, classroom instruction, intervention, and student outcomes.
• Monitor implementation and impact and facilitate timely adjustments when strategies are not producing expected results.

School Performance and Continuous Improvement:

• Analyze campus, student-group, instructional, and accountability data to identify performance trends, emerging risks, and opportunities for acceleration.
• Develop systems for identifying campuses that may require additional support before performance declines to the level requiring formal intervention.
• Support campuses in strengthening Tier 1 instruction, intervention systems, professional learning communities, observation and feedback, and data-driven instructional practices.
• Facilitate performance reviews with campus and district leaders to evaluate implementation, evidence of impact, and necessary adjustments.
• Promote systems that enable campuses to improve performance and sustain gains over time.

Cross-Functional Systems Leadership:

• Partner with Human…