LIFT Grant Administrator @ Instruction Department

LIFT Grant Administrator @ Instruction Department

Internal employees: Set to your account to internal before applying at https://aisd.schoolspring.com/internaljobsettings

Primary Purpose:

The Leadership and Instructional Foundations for Teas (LIFT) Grant Administrator is responsible for the management, oversight, and compliance of the awarded LIFT grant. This role ensures that all grant-funded activities are implemented with fidelity, expenditures are aligned with approved budgets, reporting requirements are met, and all activities comply with applicable federal, state, and local regulations.

Qualifications:

Education/Certification:

• Master's degree from a recognized, accredited university
• Valid Texas Supervisor, Mid-Management or Standard Principal certificate

Special Knowledge/Skills/Abilities:

• Extensive instructional knowledge and experience
• Ability to facilitate various size groups using facilitative leadership skills
• Ability to interpret data and support grant requirements
• Knowledge of school budget, staffing, and personnel evaluation
• Extensive knowledge of Professional Learning Communities (PLC) best practices
• Exceptional organizational, communication, public relations, and interpersonal skills
• Ability to collaborate and work with others to ensure the successful implementation of the grant
• Strong organization, documentation, and communication skills
• Knowledge of post-award grant compliance requirements.

Experience:

• Experience administering awarded grants or funded programs

Major Responsibilities and Duties:

Grant Administration & Oversight

• Manage the post-award lifecycle of a single grant from acceptance through closeout.
• Ensuring implementation aligns with approved scope, timeline, and grant conditions.
• Serve as the primary contact with the funding agency.
• Maintain accurate grant files and documentation.

Compliance & Monitoring

• Ensure compliance with all applicable federal, state, and local grant requirements.
• Monitor grant activities to ensure alignment with approved objectives.
• Support audits, monitoring visits, and corrective actions as needed.
• Provide guidance on grant requirements and allowable activities.

Financial Management

• Monitor grant budgets and expenditures in collaboration with finance staff.
• Ensure all costs are allowable and aligned to the approved budget.
• Track budget adjustments and support reimbursements or drawdowns.

Reporting

• Prepare and submit required programmatic and financial reports on time.
• Track grant deliverables, performance measures, and outcomes.
• Complete amendments and close-out reporting as required.

Communication

• Establish and maintain a professional relationship and open communication with leadership, principals, coordinators and other stakeholders.
• Collaborate with Associate Superintendents, Curriculum and Instruction team leaders, and other departments in order to support grant requirements
• Collaborate with instructional leaders and project staff to support successful implementation.
• Keep leadership informed of grant status, risks, and compliance matters.

PLC and Planning Structures (Districtwide)

• Design, implement, and strengthen districtwide PLC structures that ensure consistent planning, instructional alignment, and a use of data across campuses and grade levels.
• Establish and clarify non-negotiable PLC expectations, including agendas, planning routines, products, and timelines tied directly to unit and lesson planning.
• Develop and model effective PLC protocols for instructional planning, student work analysis, lesson rehearsal, and problem-solving based on patterns of student need.
• Build the capacity of principals, assistant principals, instructional coaches, and teacher leaders to facilitate high-quality PLCs focused on planning, implementation, and continuous improvement.
• Align PLC work to district curriculum, assessment, and instructional priorities, ensuring coherence between planning structures and classroom practice.
• Support the monitoring of PLC effectiveness by reviewing planning artifacts, observing PLC meetings, and analyzing implementation data to identify strengths, gaps, and trends.
• Ensure PLC action steps and planning goals are high-leverage, measurable, and achievable, supporting sustained improvements in instruction an student outcomes.
• Collaborate with district departments to scale effective PLC practices and ensure long-term sustainability.

Building Instructional Leadership Capacity (District & Campus)

• Build the capacity of district- and campus-level instructional leaders (principals, assistant principals, instructional coaches, coordinators, and teacher leaders) to plan, facilitate, monitor, and improve high-quality instruction through PLCs and planning structures.

• Design and implement systems that ensure instructional improvement work is distributed, scalable, and sustainable, rather than dependent on any single role or individual.

• Model and gradually release responsibility for planning, PLC facilitation, observation, and feedback to instructional leaders at all levels.

• Ensure alignment between district expectations and campus-level implementation, supporting leaders in adapting systems while maintaining instructional coherence.

• Coach leaders to effectively support, deliver, advance, and implement lesson planning, formative assessment, and PLC structures with increasing independence.

• Establish clear success criteria for capacity building, defined by the extent to which instructional leaders can:

• Lead planning and PLC work independently.

• Identify instructional strengths and patterns of error.

• Provide effective, actionable feedback.

• Adjust supports based on evidence of implementation and impact.

• Use observation, artifacts, and implementation data to assess leader readiness and effectiveness, and provide differentiated support to strengthen leadership practice.

• Create systems and tools that empower instructional leaders to train, coach, and develop others, ensuring continuity and long-term sustainability of the work.

• Foster a culture of shared ownership and collective efficacy, where instructional improvement is embedded in daily practice rather than functioning as a standalone initiative.

Other

• Follow district safety protocols and emergency procedures
• Maintain an appropriate level of technology competence to meet the current and future needs of Alief.
• Implement alternative methods of instruction as needed.
• Perform other duties as assigned

Supervisory Responsibilities

Supervise , evaluate, and recommend the recruitment, retention, or dismissal of instructional supervisors and support staff, as needed.

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of Professional Supervisor Personnel.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including computer and peripherals

Posture: Standing, prolonged sitting, occasional kneeling/squatting, bending/stooping, pushing pulling, and twisting

Motion: Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching; may also require climbing stairs and reaching overhead

Lifting: Frequent moderate lifting and carrying (up to 35 pounds). May require occasional heavy lifting and carrying (35-50 pounds)

Environment: May work prolonged or irregular hours; frequent district wide travel; all campuses are temperature controlled with hard surface floors

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

The full job description for this position is included within this job posting. By applying for this position, you are accepting the responsibilities and duties of this position as they are listed in the job description.

Hiring administrators review applications, interview, and recommend for hire.

Calendar Days: 235

Pay Grade: P07

2025-2026 Salary Range Min. $114,140 Mid. $136,678 Max. $156,614 (Based on previous experience)

Salaries are determined by the number of completed and eligible years of service at an accredited school.

Salary is based on 235 days. If working less than 235 days, the salary will be less.

Federal Funded positions:

The hourly rates listed above are subject to change depending on the funding allocated for the specific job you may be hired for. The funding for this position is federally funded for the current school year. Continuation of the position is contingent upon the availability of future funds.

Internal employees: Set to your account to internal before applying at https://aisd.schoolspring.com/internaljobsettings