Classification: Administrative/Professional
Exemption Status/Test: Exempt/Administrative
Job Grade: AP 8
Department: Strategic Initiatives Services
Reports To: Chief Officer - Strategic Initiatives Services Division
Job Goal:
As part of the Texas Strategic Leadership (TSL) initiative, the Director of Strategic Initiatives Services will work in collaboration with the Texas Education Agency as well as local/state leaders to build district leadership team capacity in the alignment of district systems and high-impact strategies that drive student outcomes. In addition, the Director of Strategic Initiative Services will provide deep technical assistance to district leaders and leadership teams through a 1-2-year journey to design a strategic plan based on systems-level analysis and principles of effective organizational performance management. Additionally, the Director of Strategic Initiatives Services will support early implementation and evaluation by leveraging capacity-building supports aligned to strategic priorities that ensure effective performance management outcomes.
Qualifications:
Education
- Master's degree from an accredited college or university in Education or a related field
- 10 years of education and leadership experience with at least 5 years in educational administration/executive leadership.
- Terminal Degree (Ed.D. or Ph.D.) preferred
Experience:
- Prior superintendent, chief academic officer, or another senior district leadership experience in leading strategic planning initiatives that yield ambitious outcomes
- Thorough understanding of Region 4 LEAs with an ability to develop relationships, credibility, and trust with Region 4 Superintendents, as well as historical knowledge of community demographics, dynamics, and district performance
- Demonstrated track record of success in previous district-level leadership roles
- Experience in district type/profile (i.e., small rural, charter experience in addition to traditional ISD) that aligns well with anticipated regional district interest and needs in the Texas Strategic Leadership Program
- Experience leading and facilitating professional development to diverse audiences, which include administrators, executive leadership, and school boards
- Ability to manage personnel, complex budgets, and reporting
- Excellent problem-solving and analytical skills
- Excellent written and verbal communication skills at all levels
Special Knowledge:
- Expert-level knowledge of effective district systems and practices aligned to Effective District Framework levers (Organizational Performance Management, Human Capital Strategy, Integrated Student Supports, High-Quality Instructional Materials and Strategies, Instructional Leadership, District Operational Excellence)
- Deep understanding of core leadership competencies for district superintendents, change management processes and practices, performance management high-level principles and practices, change management, stakeholder engagement, and adult learning and motivation theory
- Knowledge of multiple coaching models to artfully pull best practices and protocols on a situational basis
- Historical district and community knowledge within the region that will support analysis and building strong credibility and trust with superintendents
Special Skills:
- Conceptual understanding of district data analysis, including quantitative and qualitative district inputs, outputs, and outcomes
- Sufficient acumen with district data to partner with the Performance Management & Data Specialist to be able to translate data analysis into streamlined recommendations to districts
- Ability to analyze available district assets, gather an understanding of what's needed, develop a long-term plan in collaboration with the superintendent, and develop standardized systems to effect change
- Ability to conduct and support a comprehensive landscape analysis and needs assessment of a district's current data protocols, systems, and structures
- Ability to support district superintendents in understanding gaps and end-to-end planning and performance management systems
- Ability to identify and evaluate enabling conditions to actualize a vision that supports strategic systems and priorities
- Ability to facilitate complex conversations with superintendents and district leadership teams on root-cause analysis, exemplar reflection, analysis, and strategic planning, and effectively respond to superintendent responses and reactions
- Ability to give frequent feedback to stakeholders on the quality of analysis and implementation planning
- Strong presentation skills, leveraging data and vision-based storytelling to inform and invest stakeholders in coaching inputs and outcomes
- Strong learning design skills to support superintendent learning reflection, job-embedded development, and actionable planning outcomes
- Ability to support the superintendent in effective communication and engagement strategies with the board, staff, parents, and the broader community
- Strong time-management skills with the ability to balance the district caseload of Lead Coach support
Major Responsibilities:
- Provide School Board Member Guidance and Support: Deliver timely and relevant updates to new and experienced board members regarding developments, initiatives, and priorities at the regional and state levels as part of board training.
- Offer Targeted School Board Member Assistance: Provide consultation on key topics such as school finance, superintendent/board relations, school safety, district accountability, personnel management, and policy implementation, along with mandated board training requirements.
- Build Strong Relationships with Superintendents and School Boards: Foster and maintain lasting relationships with superintendents by offering personalized support and solutions to meet their unique leadership challenges and build board relationships.
- Support New School board members and Promote Peer Networking and Engagement of all board members: Facilitate opportunities for new boards or those new to Region 4 to build peer relationships, acclimate to the regional leadership group, and integrate into board networks.
- Establish operational objectives and assignments for multiple disciplines/functional areas and departments.
- Evaluate recommendations of others, decide on a course of action in ambiguous situations, and oversee the deployment of innovative and entrepreneurial solutions that yield positive results.
- Collaborate with Cabinet and other senior leadership to develop strategies and broad departmental objectives; establish methods, techniques, and evaluation criteria for projects, programs, and people in the achievement of strategic goals and objectives.
- Provide tailored coaching and support to the superintendent and senior district leaders.
- Jointly facilitate meetings with superintendents aligned to Texas Strategic Leadership milestones such as current state analysis, multi-year strategic planning, goal setting, and implementation planning.
- Partner with TSL Performance Management & Data Specialist for strong preparation and effective integration of data and performance management principles, as well as facilitation of key milestones.
- Support superintendent and district leadership teams through learning opportunities from statewide peers and districts.
- Lean into pilot learning experiences, demonstrate flexibility in program iteration and execution, as well as critical and creative thinking/problem-solving in providing meaningful feedback to a range of stakeholders.
- Demonstrate strong content knowledge, facilitation skills, authentic district trust, and achievement of targeted district strategic planning outcomes to be officially certified as a TSL Lead Coach.
Supervision/Personnel Management
Supervise and evaluate staff as assigned. Lead management in the development, deployment, and ongoing management of key Region 4 initiatives covering multiple major disciplines with direct accountability for results in terms of effectiveness, costs, methods, and employees.
Physical Demands/Environmental Factors/ Mental Demands:
Frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.