Title I Instructional Dean of School Improvement

Sam Houston HS - Title I Instructional Dean of School Improvement

Title I Instructional Dean of School Improvement

Sam Houston HS

Administration - Assistant Principal/Dean - High School

Job Number 0000765252

Start Date

Open Date 07/20/2026

Closing Date

FEDERALLY FUNDED:

The salary for this position is partially paid with federal funds. Federally funded positions are supplemental and therefore subject to federal funds.

ROLE AND PURPOSE:

To serve as a dynamic "co-pilot" in the total transformation of a high-need high school. This role focuses on the immediate improvement of student achievement through high-leverage instructional leadership and the establishment of a safe, high-performing school culture. Provides bold leadership to ensure high standards of instructional, social, and emotional service to all students. Assist in the effective and efficient operations of the campus, which includes curriculum, specialized programs, staff development, and assessment. To create, implement, and monitor a comprehensive plan to ensure all children meet the state's challenging academic achievement and CCMR standards.

QUALIFICATIONS:

Education/Certification:

• Master's Degree from an accredited institution
• Valid Teacher Certification issued by the Texas Education Agency
• Valid Principal/Mid-Management Certification issued by the Texas Education Agency

Experience:

• Three years of successful teaching experience required, five preferred
• Documented track record of student achievement and growth

SPECIAL KNOWLEDGE AND SKILLS:

• Demonstrated ability to lead through crisis, manage conflict, and interpret complex data under high-pressure deadlines.
• Thorough knowledge of the state's accountability system
• Meet accountability measures for the content area of responsibility
• Thorough knowledge of AISD's curriculum and instruction
• Ability to evaluate instructional program and teaching effectiveness
• Ability to implement policy, procedures, and data
• Strong organizational, communication, and interpersonal skills
• Ability to balance support and accountability
• Ability to coach/mentor teachers and support personnel.
• Ability to prepare and present staff development.
• Ability to conduct and analyze various assessment results for the purpose of designing and modifying instruction
• Ability to analyze data and address areas of need.
• Possess a working knowledge of technology and instructional applications.
• Possess extensive knowledge of effective instructional strategies and practices.
• Possess extensive knowledge of the Texas curriculum (TEKS) and state assessments.
• Possess extensive knowledge of the Effective Schools Framework.

I. Instructional Leadership

• Lead a content area department and team members whose role is explicitly focused on school improvement within a content area department
• Conduct frequent (daily) formal and informal classroom observations to provide real-time, actionable feedback to staff.
• Assist in developing and tracking the Campus Improvement Plan, focusing on "early win" metrics like English, Math, Social Studies, and/or Science targets.
• Support the implementation of curriculum and instructional programs.
• Evaluate and recommend improvement in the purpose, design, and implementation of the instructional program.
• Collaborate with teachers to design highly engaging, differentiated lessons and interventions for students.
• Work with teachers and the principal to plan and implement Response To Intervention strategies.
• Collaborate with principals to create a comprehensive, evolving professional learning program for teachers, including book studies, staff development, and other training opportunities.
• Systematically and continuously assist in monitoring instructional and managerial processes to ensure that program activities are related to program outcomes; use these findings for corrective action and improvement, as well as for recognition of success.
• Work with staff, the principal, and central office personnel to plan, implement, and evaluate the curriculum systematically. Monitor the implementation of the written, taught, and tested curriculum.
• Provide instructional resources and materials to support teaching staff in accomplishing instructional goals.
• Develop the school's master teaching schedule and coordinate with the counseling staff to effectively plac students to ensure success and on-track graduation.
• Lead or facilitate data meetings to analyze student performance data and adjust instruction weekly.
• Advise, support, mentor, and coach teachers to improve instruction through the following:
• Attend, facilitate, and coach teacher leaders and all other teachers during PLC meetings to achieve strong lesson internalization
• Frequent classroom observations and consistent, specific feedback (including in-the-moment coaching) to ensure there is strong support and accountability for executing an effective lesson cycle, on-grade level materials approved by AISD, within 5 days of the scope and sequence, and evidence of productive struggle.
• Facilitation and evaluation of lesson planning and design
• Promotion of continuous high-quality assessment as a means for evaluating student achievement.
• Advise, support, mentor, and coach campus assistant principals to improve their knowledge of instruction

II. School/Organizational Climate

• Promote through action a culture of high performance.
• Communicate and promote high expectations of performance for staff and students in an enabling, supportive way; provide recognition of excellence and achievement.
• Help establish and maintain an environment that is conducive to positive staff morale and directed towards the achievement of the school's mission in accordance with AISD goals.
• Foster collegiality and team building among staff, encouraging their active participation in decision-making and continuous improvement.
• Communicate effectively with students, staff, parents, and community; project a positive image that enhances the school's mission and maintains respect for the dignity of all individuals.
• Assess the school climate and use resultant data to help develop improvement plans. collaboratively with students, teachers, staff, parents, and the community.
• Have a clear sense of the school's mission; actively involve the staff in planning and decision-making in order to accomplish the mission.
• Assist in initiating and supporting programs and actions that foster learning and facilitate a positive, caring climate, as well as an orderly, purposeful environment for students of AISD.

III. School/Organizational Improvement

• Assist in determining a common vision for school improvement; assist in the direction, planning, and supervision of activities and programs toward attainment of the school vision.
• Articulate the school's new mission to parents and partners to rebuild trust and increase family engagement as part of the school's improvement towards community restoration.
• Consistently implement and monitor the tight expectations for systems and structures that have been communicated as part of the school improvement efforts.
• Provide support to principal and staff through:
• Assisting with campus documentation and reports
• Data analysis and evaluation
• Identification of campus-wide instructional needs
• Coordination between grade levels with feeder schools and other AISD high schools
• Communication of district information/requirements and staff development opportunities

IV. Personnel Management

• Identify and mentor high-potential staff while assisting the principal in exiting low performers who do not meet turnaround standards through development and accountability.
• Support new teacher onboarding and mentoring as it relates to teaching and learning.
• Ensure compliance with district policies and procedures.
• Use developmental supervision effectively (and comprehensively) with teachers by systematically observing instruction, recording observations, and regularly conducting feedback conferences.
• Collaborate with teachers, counselors, and assistant principals regarding their professional growth; work jointly with them to develop and accomplish improvement goals, determine development needs, and provide resources for implementing change.
• Clearly understand and define the principal's expectations for staff performance regarding instructional strategies, classroom management, and communication with the public.
• Encourage personal and professional growth and leadership among teachers, counselors, and assistant principals; recognize exemplary performance.
• Participate in the selection of staff for the school and assist in assigning personnel according to the instructional competencies and needs of the staff.
• Be readily accessible to teachers, students, and parents.
• Support the decisions and actions of the central office, the principal, and other staff members.

V. Professional Growth and Development

• Use information provided through assessment instruments, the district appraisal process, evaluative feedback from line supervisors, and self-reflection to continuously improve performance.
• Strive to improve leadership skills through self-initiated professional development activities (e.g., undertaking professional reading, attending conferences, participating in training programs).
• Utilize information gained in professional development programs for self-improvement.
• Disseminate ideas and information to other professionals; provide leadership in addressing the challenges facing the profession.
• Conduct oneself in a professional, ethical manner, in accordance with the Code of Ethics and Standard Practices for Texas Educators.

VI. School/Community Relations

• Articulate the school's mission and campus improvement plan to the community and solicit their support in achieving the goals of the campus.
• Demonstrate awareness of school/community needs and initiate activities to meet those identified needs.
• Encourage positive parent and community involvement.
• Emphasize and nurture two-way communication between the school and community.
• Project a positive image to the community.
• Other duties assigned by the campus principal or district administration.

VII. WORKING CONDITIONS:

MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS:

• Tools/Equipment Used: Standard office equipment, including computers and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
• Motion: Moderate walking
• Lifting: Regular light lifting and carrying (less than 15 pounds)
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress.

Duty Days 243

Pay Grade Admin Prof 6