Executive Director of Support

Executive Director of Support Connally

ISD - 3.7

Waco, TX Job Details Full-time $113,642 - $138,642 a year 1 day ago Qualifications School experience Bachelor's degree Full Job Description

CONNALLY INDEPENDENT SCHOOL DISTRICT JOB TITLE

Executive Director of Support

WAGE/HOUR

Exempt/Professional

REPORTS TO

Chief Education Officer

PAY GRADE

9 / $113,642 - $138,642

DEPARTMENT:

Central Office DAYS:

226 ROLE

AND PURPOSE

The Executive Director of Support leads a portfolio-based system of campus support to ensure every student has access to rigorous, standards-aligned instruction and every campus improves year over year. Reporting to the Chief Education Officer, this role directly coaches principals, monitors instructional fidelity, drives school improvement, and coordinates central office supports across assigned campuses. The Executive Director of Support is accountable for translating district strategy into strong campus execution, with an unwavering commitment to educational equity and improved student outcomes.

QUALIFICATIONS

Education/Certification:

Bachelor's degree from an accredited college or university in Education or a related field is required. Master's degree in Curriculum and Instruction, Educational Leadership, or a related field is preferred. Valid Texas teacher certification is preferred. Valid Texas administrator certification (Principal as Instructional Leader or equivalent) is preferred.

Experience:

Minimum of five (5) years of successful experience in instructional leadership roles, with demonstrated impact on student outcomes at the campus and/or district level. Demonstrated experience coaching principals or campus leadership teams and driving improvement across multiple campuses is preferred. Demonstrated expertise in curriculum implementation, instructional coaching, data-driven continuous improvement, and school improvement planning. Demonstrated ability to lead and manage people, budgets, and complex multi-campus initiatives.

Other Requirements:

Strong communication, interpersonal, and collaboration skills. Ability to build trust, lead difficult conversations, and hold adults accountable for student outcomes. Ability to establish and maintain effective working relationships, both internal and external to the district.

SPECIAL KNOWLEDGE/SKILLS

Strong knowledge of TEKS, Texas assessment and accountability systems, district and campus improvement planning processes, and research-based instructional practices. Strong knowledge of principal coaching, observation and feedback routines, Professional Learning Communities (PLCs), lesson internalization, and data-driven instruction. Ability to monitor implementation fidelity and translate complex academic and accountability data into clear, actionable next steps for campus leaders. Commitment to equity and improving outcomes for historically underserved student populations. Experience leading school improvement or turnaround efforts and supporting campuses identified for improvement is preferred. Experience with instructional materials adoption, district-wide professional learning systems, and implementation monitoring is preferred. Bilingual skills preferred.

MAJOR RESPONSIBILITIES AND DUTIES

I.

CAMPUS PERFORMANCE LEADERSHIP

Lead a portfolio of campuses and serve as the primary district leader responsible for supporting principals to improve instructional quality and campus performance. Coach principals and campus leadership teams on goal setting, instructional leadership, school culture, and execution of district priorities. Monitor campus progress through regular school visits, observation of instruction, review of student outcomes, and follow-up on action steps. Ensure assigned campuses implement district expectations with urgency, consistency, and a clear focus on student achievement.

II. INSTRUCTIONAL LEADERSHIP AND SUPPORT

Support the implementation of rigorous, standards-aligned curriculum and high-quality instructional materials across assigned campuses. Partner with principals to strengthen observation and feedback routines, PLC implementation, lesson internalization, intervention planning, and data-driven instruction. Identify gaps in instructional execution and coordinate differentiated supports to improve classroom practice. Model district expectations through personal leadership, actively support district goals, and uphold the Professional Code of Ethics and Standard Practices for Texas Educators.

III. SCHOOL IMPROVEMENT PLANNING

Support the development, implementation, and monitoring of Campus Improvement Plans (CIPs) that drive student performance for all student groups. Ensure improvement efforts are grounded in needs assessment, root-cause analysis, clear owners, timelines, measurable outcomes, and regular progress monitoring. Provide targeted support to campuses identified for improvement and ensure required turnaround actions are implemented with fidelity. Partner with district leaders to align campus planning, district priorities, and state and federal school improvement requirements.

IV. DATA, ACCOUNTABILITY, AND CONTINUOUS IMPROVEMENT

Develop and maintain progress-monitoring systems that use multiple measures including formative checks, interim assessments, state assessment outcomes, classroom observation data, and leading indicators. Analyze district and campus performance trends, identify opportunity gaps, and recommend adjustments to instruction, leadership moves, and supports. Prepare and present clear, accurate updates to district leadership, translating complex academic and accountability information into actionable insights. Establish a continuous improvement cycle that clarifies goals, success metrics, routines, and next steps for academic growth and campus performance.

V. COLLABORATION AND DEPARTMENT LEADERSHIP

Collaborate with curriculum, assessment, special populations, talent, and operations teams to ensure campuses receive coherent and timely support. Design and facilitate professional learning for campus and district leaders on effective instruction, instructional leadership, and improvement planning. Supervise, evaluate, coach, and develop assigned staff; establish clear expectations and accountability for results. Recruit and recommend highly qualified staff; provide job-embedded professional learning aligned to district priorities and current research. Develop and manage the department budget and resources; ensure responsible fiscal control and alignment to documented needs and district goals. Maintain compliance with federal, state, and local policies and procedures related to curriculum, instructional materials, and school improvement.

VI. OTHER DUTIES

Maintain and improve professional competence. Maintain professional relationships with colleagues. Establish and maintain open lines of communication with students, parents, campus leaders, and community members. Follow district safety protocols and emergency procedures. Take necessary and reasonable precautions to protect the students, equipment, materials, and facilities. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations. Other duties as assigned.

VII. SUPERVISORY RESPONSIBILITIES

Supervise and evaluate assigned staff.

VIII. EQUIPMENT & SOFTWARE SKILLS

Personal computer, printer, fax machine, copier, scanner, and calculator. Microsoft Office applications (Word, Outlook, Excel, PowerPoint, OneDrive, etc.). Google Suite applications (Docs, G-Mail, Sheets, Slides, Drive, etc.).

IX. WORKING CONDITIONS

MENTAL

DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

Tools/Equipment Used:

Standard office equipment, including computer and peripherals.

Posture:

Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.

Motion:

Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.

Lifting:

Occasional light lifting and carrying (less than 15 pounds).

Environment:

Works in an office setting; may require occasional irregular and/or prolonged hours.

Attendance:

Regular and punctual attendance at the worksite is required for this position.

Mental Demands:

Maintains emotional control under stress; works with frequent interruptions.

APPROVED

Human Resources Department May 2026