| Location | Garland, TX |
Job
Title:
Executive
Director
of
R
I
S
E
Title
I
Exemption
Status:
Exempt
(Results
Improvement
Support
Excellence)
Reports
to:
Assistant
Superintendent
of
Leadership
Date
Revised:
September
2026
Dept.
/School:
Division
of
Leadership
Pay
Grade:
112
Primary
Purpose:
Provide
strategic,
differentiated
leadership
and
support
to
campuses
and
principals
based
on
identified
needs,
leadership
experience,
and
school
performance.
Lead
districtwide
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.
Qualifications:
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
1.
Lead
and
coordinate
district
support
for
campuses
identified
for
TIP,
TAP,
or
other
targeted
or
intensive
improvement
processes.
2.
Partner
with
principals
and
principal
supervisors
to
identify
root
causes,
establish
high-leverage
priorities,
and
develop
actionable
improvement
plans.
3.
Establish
progress-monitoring
cycles
that
connect
student
performance,
adult
practice,
targeted
response,
evidence
of
impact,
and
strategic
adjustment.
4.
Ensure
improvement
plans
move
beyond
compliance
by
translating
identified
needs
into
measurable
changes
in
leadership
practice,
classroom
instruction,
intervention,
and
student
outcomes.
5.
Monitor
implementation
and
impact
and
facilitate
timely
adjustments
when
strategies
are
not
producing
expected
results.
School
Performance
and
Continuous
Improvement
6.
Analyze
campus,
student-group,
instructional,
and
accountability
data
to
identify
performance
trends,
emerging
risks,
and
opportunities
for
acceleration.
7.
Develop
systems
for
identifying
campuses
that
may
require
additional
support
before
performance
declines
to
the
level
requiring
formal
intervention.
8.
Support
campuses
in
strengthening
Tier
1
instruction,
intervention
systems,
professional
learning
communities,
observation
and
feedback,
and
data-driven
instructional
practices.
9.
Facilitate
performance
reviews
with
campus
and
district
leaders
to
evaluate
implementation,
evidence
of
impact,
and
necessary
adjustments.
10.
Promote
systems
that
enable
campuses
to
improve
performance
and
sustain
gains
over
time.
Cross-Functional
Systems
Leadership
11.
Partner
with
Human
Resources,
Finance,
Facilities,
Transportation,
Nutrition
Services,
and
Special
Populations
to
align
resources
with
instructional
priorities.
12.
Remove
systemic
barriers
that
impede
campus
success.
13.
Contribute
to
district-level
strategy
development
and
implementation.
Principal
Capacity
Building
14.
Coach
principals
and
campus
leadership
teams
in
instructional
leadership,
strategic
planning,
change
management,
organizational
effectiveness,
and
continuous
improvement.
15.
Build
principals'
capacity
to
independently
diagnose
challenges,
prioritize
high-leverage
actions,
monitor
implementation,
and
adjust
strategies
based
on
evidence.
16.
Provide
differentiated
support
based
on
principal
experience,
campus
performance,
and
identified
leadership
needs.
17.
Partner
with
principal
supervisors
while
maintaining
clear
roles
for
supervision,
evaluation,
coaching,
and
specialized
support.
Governance
&
Compliance
18.
Ensure
compliance
with
federal
and
state
laws,
State
Board
of
Education
rules,
and
local
board
policies.
19.
Monitor
campus
adherence
to
safety,
academic,
and
operational
standards.
20.
Model
ethical
leadership,
professional
communication,
and
a
commitment
to
continuous
learning
and
improvement.
Budget
&
Resource
Stewardship
21.
Review
and
advise
on
campus
budgets
to
ensure
fiscal
responsibility
and
strategic
investment
in
student
achievement.
22.
Promote
cost-effective
programming
aligned
with
documented
campus
needs.
Community
&
Stakeholder
Engagement
23.
Maintain
strong
two-way
communication
with
principals,
staff,
families,
and
community
partners.
24.
Articulate
district
vision
and
instructional
philosophy
to
internal
and
external
stakeholders.
25.
Lead
resolution
of
sensitive
and
confidential
matters
with
professionalism
and
discretion.
26.
Actively
engages
with
the
community,
including
participation
in
community
organizations
to
foster
strong
relationships
and
ensure
meaningful
collaboration
with
stakeholders.
27.
Perform
all
other
duties
as
assigned.
Supervisory
Responsibilities:
Supervise
and
evaluate
the
performance
of
assigned
principals
and
other
assigned
staff
in
the
curriculum
department.
Mental
Demands/Physical
Demands/Environmental
Factors
Tools/Equipment
Used:
Standard
office
equipment,
including
personal
computers
and
peripherals.
Posture:
Prolonged
sitting,
occasional
bending/stooping,
pushing,
pulling,
and
twisting.
Motion:
Repetitive
hand
motions,
frequent
keyboarding,
and
use
of
a
mouse;
occasional
reaching
Lifting:
Occasional
light
lifting
and
carrying
(less
than
15
pounds)
Environment:
Working
irregular
hours;
occasional
prolonged
hours
Mental
Demands:
Work
with
frequent
interruptions;
maintain
emotional
control
under
stress
This
document
describes
the
general
purpose
and
responsibilities
assigned
to
this
job.
It
is
not
an
exhaustive
list
of
all
responsibilities
and
duties
that
may
be
assigned
or
skills
that
may
be
required.
Reviewed
by
Date
Received
by
Date