Executive Director

•Elementary Curriculum, Instruction, & Professional Learning Spring Independent School District

CURRICULUM & INSTRUCTION

•Houston, Texas Open in Google Maps This job is also posted in

Spring ISD Job Details Job ID:

5939674

Application Deadline:

Posted until filled

Posted:

Yesterday Starting Date:

Immediately Job Description Days per

Year:

226

Min:

$113,038

Mid:

$136,192 JOB

DESCRIPTION JOB TITLE

Executive Director

•Elementary Curriculum, Instruction, & Professional Learning

REPORTS TO

Chief Learning Officer

WAGE/HOUR STATUS

Exempt

PAY GRADE

AI 7

PRIMARY PURPOSE:

The Executive Director

•Elementary Curriculum, Instruction, and Professional Learning provides strategic leadership and executive oversight for the District's Pre-K-5 curriculum, instruction, assessment, professional learning, instructional coaching, Professional Learning Communities, academic intervention, and campus instructional-support systems. The position develops, implements, monitors, and continuously improves a coherent academic framework that promotes rigorous curriculum, high-quality instruction, aligned assessment, educator effectiveness, and increased student achievement. Working collaboratively with the Chief Learning Officer, campus administrators, academic leaders, and District departments, the Executive Director translates Board goals, District priorities, state standards, accountability requirements, student-performance data, and educator needs into actionable instructional systems for early learning and elementary literacy, writing, mathematics, science, social studies, foundational skills, intervention, enrichment, and the transition from early learning through Grade 5. The position establishes quality standards, implementation expectations, monitoring structures, and accountability measures while ensuring purposeful vertical alignment with the District's other grade-span academic team. The Executive Director supervises, develops, and evaluates the Director

•Early Learning, elementary curriculum specialists, instructional coaches, and other assigned personnel; serves as a strategic advisor to District leadership; and ensures campuses receive timely, aligned, responsive, and measurable academic support. The Executive Director must demonstrate exceptional leadership, integrity, systems thinking, organizational judgment, and the ability to influence at scale while championing educational equity, educator excellence, and student achievement. All employees are expected to act with integrity, support organizational goals, communicate clearly and respectfully, champion the needs of students and employees, and drive continuous improvement.

QUALIFICATIONS

Required:

Master's degree from an accredited college or university in Curriculum and Instruction, Educational Leadership, Educational Administration, or a closely related field Valid Texas teaching certificate Valid Texas Principal, Mid-Management, or other applicable administrative certificate Minimum of five years of successful experience in curriculum and instruction, professional learning, instructional coaching, campus leadership, or District-level academic leadership, including substantial experience supporting Pre-K-5 programs Minimum of three years of successful experience supervising, evaluating, coaching, and developing professional staff Demonstrated experience designing, implementing, and evaluating districtwide or multi-campus curriculum, assessment, professional-learning, coaching, or instructional-improvement initiatives Experience utilizing student-performance, educator-practice, implementation, and accountability data to guide instructional improvement and organizational decision-making

Preferred:

Doctoral degree from an accredited college or university in Curriculum and Instruction, Educational Leadership, Educational Administration, or a related field Valid Texas Superintendent Certificate Minimum of five years of successful classroom teaching experience Successful experience as a middle or high school campus principal District-level responsibility for multiple secondary academic functions, content areas, or instructional-support teams Experience leading instructional-materials adoption, curriculum implementation, assessment systems, professional learning, instructional coaching, Professional Learning Communities, or accountability-improvement initiatives Experience presenting strategic recommendations and academic updates to executive leadership, the Superintendent, or the Board of Trustees Bilingual with demonstrated proficiency in English and Spanish

SPECIAL KNOWLEDGE/SKILLS

Demonstrated executive-level leadership capacity with the ability to design, lead, and sustain comprehensive curriculum, instruction, assessment, professional-learning, and instructional-support systems Comprehensive knowledge of curriculum design, standards alignment, lesson design, assessment literacy, intervention systems, instructional program management, and research-based teaching practices Advanced knowledge of the Texas Essential Knowledge and Skills, state assessment expectations, accountability systems, and applicable federal and state academic requirements Advanced knowledge of early childhood development, foundational literacy, the science of teaching reading, writing development, elementary mathematics, inquiry-based science, social studies pedagogy, and developmentally appropriate practice Knowledge of prekindergarten guidelines, kindergarten readiness, early literacy screeners, elementary state assessments, dyslexia supports, acceleration, intervention, enrichment, and effective transitions across early learning and elementary grades Deep knowledge of adult learning theory, professional-learning design, instructional coaching, Professional Learning Communities, change management, implementation science, and organizational improvement Ability to evaluate the accuracy, rigor, pacing, coherence, accessibility, usability, and instructional quality of curriculum, assessments, instructional resources, interventions, and professional-learning materials Advanced assessment literacy, including assessment design, cognitive demand, item quality, administration, scoring, data analysis, and instructional response Ability to analyze and communicate student-achievement, educator-practice, implementation, observation, participation, and program-effectiveness data Ability to establish quality-control processes, implementation expectations, performance measures, monitoring systems, and continuous-improvement cycles Strong understanding of instructional-materials adoption, instructional technology, digital learning, artificial intelligence, student data privacy, academic integrity, and responsible technology integration Strong talent-management, financial-management, project-management, communication, facilitation, coaching, negotiation, and organizational-leadership skills Ability to lead complex initiatives, build consensus, manage competing priorities, anticipate risks, resolve conflict, exercise sound judgment, maintain confidentiality, and remain professional under pressure Demonstrated proficiency with Google Workspace, Microsoft Office Suite, curriculum and assessment platforms, learning-management systems, instructional technology, virtual-learning platforms, and data-visualization applications

MAJOR RESPONSIBILITIES AND DUTIES

Strategic Academic Leadership and Decision-Making Establish and communicate the District's strategic vision for Pre-K-5 curriculum, instruction, assessment, professional learning, instructional coaching, Professional Learning Communities, academic intervention, and continuous improvement. Translate Board goals, District priorities, state standards, accountability requirements, student-performance data, and educator needs into measurable academic priorities, implementation plans, and monitoring systems. Serve as a strategic advisor to the Chief Learning Officer regarding elementary instructional quality, curriculum, assessment, professional learning, intervention, academic resources, and organizational improvement. Establish departmental goals, performance indicators, quality standards, work plans, timelines, decision-making protocols, and accountability measures. Exercise independent judgment in approving academic resources, prioritizing departmental work, assigning personnel and resources, addressing implementation concerns, and directing corrective action within delegated authority. Lead cross-functional academic initiatives and establish clear roles among departments involved in curriculum, assessment, technology, professional learning, data reporting, and campus support. Develop strategic recommendations, executive reports, impact analyses, and presentations for District leadership and the Board of Trustees. Identify emerging academic, implementation, compliance, resource, and organizational risks and implement timely mitigation strategies. Recommend instructional-material adoptions, staffing configurations, resource allocations, vendor actions, and the expansion, revision, or discontinuation of academic programs. Partner with the other grade-span Executive Director to maintain coherent Pre-K-12 expectations, vertical alignment, shared systems, and smooth student transitions. Curriculum, Instructional Resources, Assessments, and Intervention Direct the design, development, alignment, approval, implementation, and continuous improvement of the District's Pre-K-5 curriculum. Ensure curriculum and instructional resources align with the Texas Essential Knowledge and Skills, adopted materials, state assessments, readiness standards, and District priorities. Establish quality standards and review processes for curriculum documents, pacing guides, unit plans, instructional slide decks, teacher guides, student resources, digital content, intervention materials, and enrichment supports. Lead vertical and horizontal curriculum alignment and ensure resources include rigorous tasks, clear learning expectations, formative assessment, differentiation, accessibility, and appropriate supports for diverse student populations. Lead the review, selection, recommendation, adoption, implementation, and evaluation of high-quality instructional materials within the assigned grade span. Establish development calendars, approval workflows, quality-control protocols, version-control procedures, publishing expectations, and accountability timelines for curriculum and instructional resources. Direct the development, validation, administration, scoring, reporting, and improvement of District common, unit, benchmark, formative, writing, and performance assessments. Ensure assessments are standards aligned, instructionally matched, appropriately rigorous, accessible, unbiased, secure, and supported by clear administration and scoring procedures. Coordinate with Research and Accountability and other departments to ensure accurate assessment administration, reporting, accommodations, data governance, and instructional use. Establish expectations for checks for understanding, data protocols, dashboards, and progress-monitoring tools that help educators translate student evidence into instructional action. Direct District systems for early learning, kindergarten readiness, foundational literacy, elementary numeracy, dyslexia-responsive instruction, and timely academic intervention. Ensure strong alignment among prekindergarten guidelines, elementary TEKS, adopted instructional materials, early literacy assessments, and Grades 3-5 STAAR expectations. Strengthen transitions from early learning to kindergarten and from Grade 5 to middle school through aligned expectations, student information, and targeted supports. Evaluate curriculum, instructional resources, assessments, and interventions using implementation evidence, student work, formative data, benchmark results, and state-assessment outcomes. Professional Learning, Coaching, Professional Learning Communities, and Campus Support Design, implement, and continuously improve a comprehensive Pre-K-5 professional-learning framework aligned with District priorities, curriculum implementation, educator needs, and student achievement. Establish standards for professional-learning design, facilitator preparation, participant engagement, differentiation, implementation follow-up, and evaluation. Provide executive oversight for assigned annual professional-learning calendars, curriculum academies, content institutes, leadership learning, and major District learning experiences. Develop differentiated learning pathways for teachers, teacher leaders, instructional coaches, campus administrators, curriculum leaders, and District administrators. Design, lead, monitor, and evaluate the instructional-coaching framework for the assigned grade span, including service expectations, coaching cycles, documentation requirements, collaboratives, and performance measures. Establish expectations, protocols, tools, and monitoring systems for effective Professional Learning Communities focused on curriculum internalization, lesson preparation, student work, formative assessment, intervention, enrichment, and instructional response. Build the capacity of principals, assistant principals, specialists, coaches, department or team leaders, and teacher leaders to facilitate effective coaching and Professional Learning Communities. Lead a differentiated campus-support system based on student performance, accountability data, curriculum implementation, leadership capacity, and instructional need. Conduct learning walks with campus and District leaders, establish instructional look-fors and calibration processes, and provide clear, actionable feedback. Coordinate curriculum-specialist and instructional-coach assignments, campus-support plans, implementation reviews, intervention cycles, and progress monitoring. Evaluate the effectiveness of professional learning, coaching, Professional Learning Communities, and campus support using educator-learning evidence, implementation data, instructional practice, student work, and student outcomes. Technology, Program Evaluation, and Continuous Improvement Provide academic leadership for the evaluation and integration of instructional technology, digital curriculum platforms, artificial intelligence tools, and emerging technologies within the assigned grade span. Establish expectations for the responsible, ethical, accessible, secure, age-appropriate, and instructionally sound use of digital resources and artificial intelligence. Collaborate with Technology Services, Data Governance, Legal Services, and other departments to address cybersecurity, student data privacy, accessibility, academic integrity, and responsible use. Lead structured pilots of academic programs and technologies using defined selection criteria, implementation expectations, professional-learning supports, and measures of success. Develop systems for evaluating curriculum, assessments, instructional resources, professional learning, coaching, interventions, technology, and other academic initiatives. Use quantitative and qualitative evidence to identify programs, resources, and practices that should be strengthened, revised, expanded, replaced, or discontinued. Develop executive dashboards and impact reports connecting implementation, educator practice, student access, student performance, equity, and return on investment. Lead instructional grants, innovation initiatives, competitive grant programs, and special projects assigned to the department. Organizational Leadership, Resources, and Compliance Supervise, evaluate, coach, and develop the Director

•Early Learning, elementary curriculum specialists, instructional coaches, and other assigned personnel. Establish performance expectations, work plans, assignments, deliverables, timelines, service standards, and evidence requirements for assigned staff. Hold personnel accountable for the quality, accuracy, timeliness, implementation, and measurable impact of their work. Provide feedback, recognition, support, and corrective direction while fostering collaboration, innovation, responsiveness, and continuous improvement. Develop the instructional expertise, leadership capacity, data literacy, facilitation skills, project-management abilities, and executive presence of assigned personnel. Develop leadership pipelines, succession plans, and growth opportunities for curriculum leaders, instructional coaches, specialists, teacher leaders, and other high-potential employees. Recommend hiring, promotion, reassignment, development, evaluation, and termination of assigned personnel in accordance with District procedures. Develop and manage departmental and grant budgets and ensure responsible allocation of resources aligned with instructional priorities and demonstrated need. Oversee procurement, contracts, vendors, instructional resources, assessment tools, professional-learning systems, technology platforms, and professional services. Evaluate the cost effectiveness, scalability, accessibility, instructional value, and measurable impact of programs, resources, platforms, and services. Provide oversight for grant implementation, reporting, deliverables, budgets, evaluation, compliance, and sustainability planning. Maintain productive partnerships with campuses, District departments, Education Service Centers, institutions of higher education, professional organizations, and community partners. Ensure compliance with federal and state law, State Board of Education rules, Texas Education Agency requirements, Board policy, District procedures, accessibility standards, student data privacy expectations, and applicable grant requirements. Remain current on educational research, legislation, accountability, state standards, assessment, instructional practices, professional learning, artificial intelligence, and emerging technologies. Maintain confidentiality, exercise sound professional judgment, demonstrate ethical leadership, and perform other duties as assigned by the Chief Learning Officer.

WORKING CONDITIONS

Physical Demands / Environmental Factors The usual and customary methods of performing the job's functions require physical mobility, prolonged sitting, standing, walking, bending, and occasional lifting, carrying, pushing, and pulling. Frequent travel throughout the District is required to conduct learning walks, facilitate professional learning, monitor curriculum implementation, participate in coaching activities, and support campuses. Occasional statewide or national travel may be required for professional conferences, training, grant activities, or other District business. Evening, summer, weekend, or extended work hours may be required to support professional learning, major District events, deadlines, and executive responsibilities. Mental Demands Ability to lead multiple complex academic systems and competing priorities; analyze curriculum, instruction, assessment, implementation, professional-learning, personnel, technology, and student-performance data; make high-stakes decisions; supervise and evaluate personnel; manage large-scale projects; lead organizational change; interpret laws, policies, and accountability requirements; resolve conflict; exercise sound judgment; maintain strict confidentiality; communicate effectively with diverse audiences; and maintain professionalism and emotional control under pressure. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. This position is funded by a Federal/and or State grant. You understand that your employment is expressly conditioned on the availability of full funding for the position. If full funding becomes unavailable, your employment is subject to termination or nonrenewal, or reassignment as applicable.

Position Type:

Full Time Job Requirements Citizenship, residency or work visa required Contact Information

•Spring ISD Careers 16717 Ella Blvd Houston, Texas 77090-4213

Phone:

(281) 891-6000

Email:

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