Days per Year: 226

Min: $97,820

Mid: $117,854

JOB DESCRIPTION

JOB TITLE: Director - Principal Development & Effectiveness

REPORTS TO: Assistant Superintendent - School Transformation

WAGE/HOUR STATUS: Exempt

PAY GRADE: AI 5

PRIMARY PURPOSE:

The Director - Principal Development & Effectiveness provides strategic, job-embedded coaching, professional learning, and differentiated support to principals and campus leadership teams assigned to the Assistant Superintendent - School Transformation. This position strengthens principal effectiveness, instructional leadership, leadership-team capacity, educator development, school culture, and implementation of evidence-based improvement practices that improve teaching quality and student achievement.

Working collaboratively with the Assistant Superintendent, campus principals, district instructional leaders, and other departments, the Director identifies leadership-development needs, establishes differentiated support plans, facilitates sustained professional learning, and provides timely, actionable feedback. The Director uses multiple sources of data to monitor implementation, evaluate changes in leadership practice, and determine the impact of principal-development services on educator effectiveness, campus performance, and student outcomes.

Through intensive coaching and capacity building, the Director supports principals in developing effective instructional systems, high-performing leadership teams, strategic staffing practices, positive educator working conditions, and sustainable continuous-improvement processes. All responsibilities assigned to this position must remain directly connected to improving the quality and effectiveness of principals and other school leaders in accordance with the District's approved Title II, Part A program.

QUALIFICATIONS:

Required:

• Master's degree from an accredited college or university in Educational Leadership, Educational Administration, Curriculum and Instruction, or a closely related field.
• Valid Texas Principal or Mid-Management Certificate.
• Minimum of five years of successful experience in campus or district leadership.
• Demonstrated experience coaching, developing, or providing professional learning to principals, assistant principals, teacher leaders, or other school leaders.
• Demonstrated success supporting instructional leadership, campus improvement, educator effectiveness, or evidence-based school-improvement initiatives.
• Experience analyzing qualitative and quantitative data to identify leadership needs, monitor implementation, and evaluate program effectiveness.

Preferred:

• Doctoral degree in Educational Leadership, Educational Administration, Curriculum and Instruction, or a related field.
• Valid Texas Superintendent Certificate.
• Successful experience as a campus principal.
• Experience supporting campuses identified for comprehensive, targeted, or other intensive school improvement.
• Training or certification in the Effective Schools Framework, Campus Improvement Planning, Targeted Improvement Planning, principal coaching, or related school-improvement protocols.
• Experience designing principal-development programs, leadership-coaching systems, or sustained professional learning.
• Bilingual with demonstrated proficiency in English and Spanish.

SPECIAL KNOWLEDGE/SKILLS:

• Comprehensive knowledge of principal development, adult learning, leadership coaching, instructional leadership, organizational effectiveness, and research-based professional learning.
• Strong understanding of the relationship among principal effectiveness, teacher quality, school culture, instructional improvement, and student achievement.
• Knowledge of curriculum alignment, high-quality instructional practices, data-driven instruction, professional learning communities, formative assessment, and evidence-based interventions.
• Knowledge of the Texas Accountability System, Effective Schools Framework, Campus Improvement Plans, Targeted Improvement Plans, and applicable school-improvement requirements.
• Knowledge of principal appraisal and support systems, leadership competency frameworks, goal setting, performance feedback, and continuous professional growth.
• Ability to provide individualized, job-embedded coaching that strengthens principal decision-making, instructional monitoring, organizational leadership, and implementation effectiveness.
• Ability to design, facilitate, and evaluate sustained professional learning for principals, assistant principals, instructional leadership teams, and teacher leaders.
• Ability to conduct learning walks, analyze evidence of implementation, provide actionable feedback, and support leaders in translating feedback into measurable improvement.
• Ability to analyze academic, instructional, leadership, climate, workforce, and educator-effectiveness data to diagnose needs and recommend differentiated support.
• Strong understanding of strategic staffing, distributed leadership, teacher leadership, educator retention, succession planning, and equitable access to effective educators.
• Exceptional written, verbal, presentation, facilitation, coaching, project-management, and interpersonal communication skills.
• Ability to establish collaborative relationships, exercise sound judgment, maintain strict confidentiality, and remain professional in high-pressure school-improvement environments.
• Proficiency with Google Workspace, Microsoft Office Suite, performance-management systems, learning-management systems, survey platforms, and data-visualization tools.

MAJOR RESPONSIBILITIES AND DUTIES:

Principal Coaching and Leadership Development

• Provide sustained, individualized, and job-embedded coaching to assigned principals based on identified leadership needs, campus priorities, performance data, and district expectations.
• Develop differentiated principal-support plans that establish leadership goals, coaching strategies, measurable outcomes, timelines, and progress-monitoring measures.
• Conduct regular coaching conferences to examine leadership practice, analyze evidence, address implementation challenges, and establish actionable next steps.
• Support principals in strengthening instructional leadership, strategic decision-making, organizational management, communication, team development, and change leadership.
• Provide timely, specific, and actionable feedback that supports principal growth and advancement of campus priorities.
• Support principals in reflecting on their leadership practice, monitoring progress toward professional goals, and identifying areas for continued development.
• Assist the Assistant Superintendent in identifying leadership needs and developing differentiated support strategies based on campus context, principal experience, improvement needs, and student outcomes.
• Support the induction and transition of principals who are new to their roles, new to assigned campuses, or leading campuses requiring intensive improvement.
• Document coaching services, leadership goals, evidence of implementation, progress, and outcomes in accordance with district and grant requirements.

Instructional Leadership and Campus Improvement

• Coach principals in establishing coherent instructional systems aligned with district curriculum, instructional priorities, and expectations for high-quality teaching.
• Support principals in developing effective systems for monitoring instruction, providing feedback, strengthening teacher practice, and evaluating the impact of instructional decisions.
• Conduct collaborative learning walks with principals and campus leadership teams to gather evidence of implementation and identify leadership and professional-learning needs.
• Model effective observation, feedback, and coaching practices that campus leaders can use to strengthen educator effectiveness.
• Support principals in using student-learning evidence and educator-performance data to identify strengths, diagnose needs, and develop targeted improvement strategies.
• Coach principals and leadership teams in developing, implementing, monitoring, and refining Campus Improvement Plans, Targeted Improvement Plans, and related improvement strategies.
• Support campus leaders in conducting needs assessments, identifying root causes, establishing measurable goals, and selecting evidence-based strategies.
• Facilitate progress-monitoring sessions in which leaders examine implementation evidence, assess impact, identify barriers, and determine necessary adjustments.
• Assist principals in aligning professional learning, staffing, scheduling, resources, and leadership-team actions with identified improvement priorities.
• Collaborate with district instructional departments to align leadership coaching and professional learning with curriculum, assessment, and instructional expectations.

Professional Learning and Leadership-Team Development

• Design, coordinate, facilitate, and evaluate sustained professional learning for principals, assistant principals, instructional leadership teams, and other school leaders.
• Develop professional learning based on identified leadership needs, campus-performance data, district priorities, participant feedback, and current research.
• Ensure professional learning is sustained, job-embedded, collaborative, differentiated, data-informed, and connected to measurable improvements in leadership practice and student outcomes.
• Facilitate leadership learning communities that promote collaboration, reflective practice, shared problem-solving, and dissemination of effective practices.
• Develop coaching tools, protocols, exemplars, implementation guides, and other resources that support consistent leadership practice.
• Provide follow-up coaching and implementation support to ensure professional learning results in sustained changes in leadership and instructional practice.
• Coach principals in developing cohesive, high-performing campus leadership teams capable of leading instructional improvement and sustaining organizational change.
• Support principals in clarifying leadership roles, distributing responsibility, establishing decision-making structures, and developing systems of shared accountability.
• Build the coaching, feedback, facilitation, data-analysis, and change-management skills of assistant principals, instructional leaders, and teacher leaders.
• Support campus leaders in developing internal talent, succession plans, and meaningful leadership pathways that strengthen organizational capacity.

Strategic Staffing, School Culture, and Educator Retention

• Coach principals in analyzing staffing patterns, educator-effectiveness data, turnover trends, vacancies, and campus needs to inform strategic staffing decisions.
• Support principals in developing strategies to recruit, place, develop, and retain effective teachers, particularly in high-need grades, subjects, and student populations.
• Assist campus leaders in creating working conditions that strengthen teacher engagement, collaboration, recognition, professional growth, and retention.
• Support principals in developing teacher-leadership opportunities that expand instructional capacity and prepare future school leaders.
• Coach principals in strengthening onboarding, induction, mentoring, feedback, and support systems for new and early-career teachers.
• Analyze educator-retention and climate data with campus leaders to identify root causes and develop responsive improvement strategies.
• Coach principals in establishing safe, inclusive, orderly, and academically focused environments that support effective teaching and learning.
• Support leaders in strengthening campus communication, staff collaboration, family engagement, conflict-resolution practices, and organizational trust.
• Assist principals in developing systems for gathering and responding to feedback from teachers, students, families, and other stakeholders.
• Help campus leaders evaluate whether campus practices, systems, and working conditions support educator effectiveness, educational equity, and student success.

Data Analysis, Progress Monitoring, and Program Evaluation

• Analyze academic, instructional, leadership, climate, educator-effectiveness, and workforce data to identify principal-development needs and campus-support priorities.
• Develop and maintain leadership-development dashboards, coaching records, progress-monitoring tools, and implementation reports.
• Establish measurable indicators for evaluating principal coaching, professional learning, leadership-team development, and other Title II, Part A-supported activities.
• Monitor participation, implementation fidelity, changes in leadership practice, educator outcomes, and relevant student-performance indicators.
• Prepare executive summaries and recommendations for the Assistant Superintendent regarding principal development, campus progress, emerging needs, and the effectiveness of support strategies.
• Use quantitative and qualitative evidence to improve coaching services, professional learning, leadership resources, and support models.
• Complete required program evaluations and reports demonstrating how funded activities improve the quality and effectiveness of principals and other school leaders.
• Evaluate the effectiveness of funded activities and recommend continuation, modification, expansion, or discontinuation based on documented outcomes.

Collaboration, Program Compliance, and Professional Responsibilities

• Collaborate with the Assistant Superintendent - School Transformation to establish principal-development priorities, campus-s