Director of Academic Support

Department:Texas Home Office -AcademicsReports To:Executive DirectorLocation:Irving, TXFLSA Status:Exempt, Full-Time

Purpose of the Role

The Director of Academic Support ensures that every academy has the systems, personnel, training, and resources necessary to support struggling students and accelerate academic growth. This role serves as the primary network leader for intervention programs and Multi-Tiered Systems of Support (MTSS), partnering closely with campus leaders and intervention teams to strengthen student achievement through data-driven practices, effective coaching, and consistent implementation of support systems.

The Director of Academic Support works collaboratively with Academic Services, Special Student Services, and academy leadership to build sustainable intervention structures that allow all students to thrive within Great Hearts' classical education model.

Core Outcomes

The Director of Academic Support will be evaluated primarily on the following outcomes:

1. High-Performing Campus Intervention Teamsin both Math and Reading

• Campus interventionists and MTSS coordinators receive effective coaching and ongoing professional development.

• Intervention teams consistently implement network expectations and best practices.

• Intervention staffdemonstrategrowth in effectiveness, leadership, andexpertise.

2. Consistent MTSS Implementation Across the Network

• All academies effectively implement a common MTSS framework.

• Campusesutilizeconsistent intervention processes, documentation, and progress-monitoring practices.

• MTSS systems support academic, behavioral, and social-emotionalstudentneeds.

3. Improved Student Outcomes Through Interventionin both math and reading

• Students receiving intervention servicesdemonstratemeasurable academic growth.

• Achievement gaps areidentifiedand addressed throughtimelyand effective support.

• Campusesregularly usestudent performance data to drive intervention decisions.

4.Improving Tier 1Instruction across theNetwork

5. Effective Support for Priority Campuses

• New, turnaround, and high-needacademies receive differentiated support.

• Intervention systems areestablishedquickly and effectively at developing campuses.

• Campus leaders receive practical coaching and implementation support.

6. Strong Compliance andEffective HB 1416 procedures

• Intervention and MTSS practices meet all applicable state and federal requirements.

• Resources, systems, and documentation remain current and effective.

• Academic support structures are sustainable and scalable as the network grows.

7. Strong Collaboration and Service

• Campus leaders view the Academic Support Team as a trusted resource and partner.

• Collaboration between Academics, Special Student Services, and academy leadership is strong and productive.

• Decisionsremainstudent-centered and aligned with organizational priorities.

Primary Responsibilities:

Lead Network Intervention Programs

• Provide direct coaching, support, and supervision for campus interventionists, MTSS coordinators, and other academic support personnel.

• Develop, implement, and refine network-wide intervention systems and best practices.

• Monitor intervention effectiveness using student achievement data and other performance indicators.

• Maintain a network resource library of intervention materials, tools, and best practices.

• Coordinateinterventionsupports fornew, turnaround, and priority campuses.

StrengthenMTSS Systems

• Lead the development, implementation, and continuous improvement of the network's MTSS framework.

• Support campuses in implementing academic, behavioral, and social-emotionalsupports.

• Ensureintervention planning, progress monitoring, and problem-solving processes are consistently implemented across academies.

• Monitorimplementationfidelity and provide coaching where additional support is needed.

• Maintain MTSS guidance documents, handbooks, and implementation resources.

Develop Leaders and Build Capacity

• Train interventionists, MTSS coordinators, instructional leaders, and academy administrators.

• Facilitate professional development related to intervention, student support, MTSS, and data-informed instruction.

• Build the capacity of campus leaders to effectively manage intervention programs and support student achievement.

• Foster a culture of continuous improvement, accountability, and collaboration.

Support School Improvement Efforts

• Partnerwith campus leadership teams to strengthen academic support systems.

• Assistcampuses in implementing academic improvement strategies and intervention action plans.

• Participate in school visits, data reviews, and progress-monitoring meetings.

• Collaborate with Executive Directors and academic leaders toidentifyand address emerging student achievement needs.

• Support, but do not directly lead or own, Academic Improvement Plans (AIPs).

Collaborate Across DepartmentsinstrengtheningTier 1 instruction

• Partner with Academic Services, Special Student Services, Curriculum, Professional Development, Human Resources, and academy leadership teams.

• Assistin planning intervention staffing structures and resource allocation.

• Contribute to district improvement initiatives and strategic planning efforts.

• Stay current on research, trends, and best practices related to intervention, MTSS, and student achievement.

Leadership Competencies:

Servant Leadership

• Leads through service and support of academies, students, and colleagues.

• Prioritizes organizational success over personal recognition.

Talent Development

• Coaches anddevelopsindividuals and teams at varying levels of performance.

• Buildscapacity through feedback, accountability, and professional development.

Strategic Execution

• Successfully manages complex initiatives across multiple campuses.

• Ensuresplans are executed with consistency and follow-through.

Data-Informed Decision Making

• Usesmultiple sources of student and organizational data to drive decisions.

• Identifiestrends, opportunities, and areas requiring intervention.

Relationship Building

• Buildstrust with academy leaders and stakeholders.

• Communicates clearly, directly, and professionally.

Professionalism and Integrity

• Demonstrates sound judgment and emotional intelligence.

• Maintainshigh standardsof reliability, accountability, and ethical leadership.

Qualifications:

• Bachelor's degree.

• Minimum of five years of educational leadership experience.

• Experience implementing and supporting intervention programs, MTSS systems, or school improvement initiatives.

• Experience coaching, supervising, and developing educators.

• Demonstrated ability to analyze and act upon student performance data.

• Ability to travel regularly between campuses.

Preferred

• Master's degree or higher.

• Experience as a Headmaster, Principal, Assistant Principal, Dean, or district-level academic leader.

• Experience supporting multiple schools or leading network-wide initiatives.

• Interest in and commitment to classical education.

Additional Requirements

• Ability to travel approximately 30% of the time throughout Great Hearts Texas regions.

• Ability to obtain andmaintainall required background checks and fingerprint clearances.

• Commitment to the mission, philosophy, and educational model of Great Hearts Academies

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