EXECUTIVE TURNAROUND SUPPORT

Connally

ISD - 3.7

Elm Mott, TX Job Details Full-time 1 day ago Qualifications School experience Master's degree Instructional leadership in education School district office leadership Full Job Description

CONNALLY INDEPENDENT SCHOOL DISTRICT JOB TITLE

Executive Turnaround Support

WAGE/HOUR

Exempt/Professional

REPORTS TO

Assistant Superintendent of Instruction

PAY GRADE

Admin

PG 9 DEPARTMENT

Assigned Campus DAYS:

226 ROLE

AND PURPOSE

Provide districtwide instructional leadership and direct supervision, coaching, and support to campus principals to ensure high-quality teaching and learning aligned with the Superintendent's vision and district goals. The Executive Turnaround Support serves as a key link between central office and campus leadership, ensuring district priorities, instructional expectations, and systems are implemented consistently and effectively across campuses. This role is responsible for developing principal capacity; monitoring campus academic performance, culture, and operations; supporting the implementation of district and campus improvement plans; and identifying and addressing barriers to improved student outcomes. The Executive Turnaround Support regularly engages on campuses, provides actionable feedback to principals, facilitates cross-campus collaboration, and holds campus leaders accountable for continuous improvement and results.

QUALIFICATIONS

Education/Certification:

Master's degree in Educational Leadership, Curriculum & Instruction, Measurement and Evaluation, or related field preferred. Texas principal or administrator certification preferred.

Experience:

Master's degree in educational leadership, school administration, or a related field Valid Texas assistant principal or principal certification required; TEA requires candidates to complete an approved educator preparation program, hold a master's degree, and pass the required certification exam. Successful experience serving as a campus principal required. Experience supervising, coaching, or developing school leadership is preferred.

SPECIAL KNOWLEDGE/SKILLS

Deep knowledge of curriculum, instruction, and assessment practices that promote student achievement Ability to analyze campus and district performance data and translate findings into clear priorities and actions Knowledge of effective school improvement practices and systems for monitoring implementation and outcomes Strong knowledge of principal supervision, coaching, development, and evaluation practices Ability to establish clear expectations and hold leaders accountable while providing differentiated support Strong leadership, communication, interpersonal, and collaboration skills Ability to lead through influence and work effectively across campuses and central office departments Knowledge of district and campus operations, including staffing, scheduling, budgeting, student services, and compliance requirements Ability to manage multiple priorities and lead improvement efforts across multiple campuses Commitment to equitable access to high-quality instruction and strong student outcomes

MAJOR RESPONSIBILITIES AND DUTIES

I. Instructional Leadership and Academic Performance Ensure campuses implement a rigorous instructional program aligned with state standards, district curriculum, and district instructional priorities Establish and reinforce consistent expectations for high-quality instruction across campuses Conduct regular campus visits, classroom walkthroughs, and instructional reviews alongside campus leaders Coach principals in monitoring instructional quality and providing effective feedback to teachers and instructional leaders Analyze district, campus, grade-level, and student-group performance data to identify trends, strengths, and areas requiring improvement Support principals in developing and implementing targeted strategies to improve student achievement and growth Monitor the development, implementation, and effectiveness of campus improvement plans Ensure campus instructional priorities remain aligned with district goals and identified student needs Facilitate cross-campus learning and the sharing of effective instructional practices II. Principal Supervision, Development, and Evaluation Directly supervise, coach, support, and evaluate campus principals in accordance with district expectations and policies Establish clear performance expectations, leadership priorities, and measurable goals for campus principals Conduct regular principal coaching meetings focused on instructional leadership, campus performance, talent, culture, and operations Provide principals with timely, actionable feedback based on campus observations, performance data, and progress toward goals Develop differentiated support plans based on the needs and performance of individual principals and campuses Support the recruitment, selection, induction, development, and retention of high-quality campus leaders Identify leadership development needs and coordinate professional learning opportunities for principals and other campus administrators Support succession planning and development of future campus leaders Promote collaboration, shared accountability, and continuous learning among campus principals III. Districtwide Systems and Continuous Improvement Support consistent implementation of district initiatives, expectations, and systems across campuses Monitor implementation fidelity and identify gaps between district expectations and campus practice Develop and maintain systems for regularly reviewing campus progress, implementation, and performance Work with principals and central office leaders to identify barriers to implementation and determine appropriate supports or corrective actions Facilitate regular campus performance reviews and progress-monitoring conversations Ensure campus improvement efforts are grounded in data, root causes, and measurable outcomes Identify opportunities to strengthen alignment and coherence across campuses Communicate campus trends, implementation challenges, and emerging needs to the Assistant Superintendent of Instruction and other district leaders IV. School Culture and Climate Support principals in developing and maintaining positive, safe, inclusive, and academically focused school environments Monitor campus systems related to student behavior, attendance, engagement, and school climate Coach principals in implementing effective student behavior management and attendance systems Promote consistent expectations for student and adult culture across campuses Support principals in addressing significant or persistent culture, climate, or discipline concerns Reinforce a culture of collaboration, respect, high expectations, and accountability among district and campus leaders V. Operational Leadership Support principals in effectively managing campus operations, including staffing, scheduling, supervision, and resource allocation Partner with central office departments and campus leaders to address operational needs that affect student learning Monitor campus compliance with district, state, and federal policies and procedures Support principals in developing systems for effective use of staff, time, facilities, and other resources Identify operational barriers affecting campus performance and coordinate appropriate district support Support campus readiness for the beginning of the school year and other major operational milestones Ensure timely resolution or escalation of significant campus issues VI. Family and Community Engagement Support principals in building strong relationships with families and community stakeholders Reinforce district expectations for timely, clear, and effective campus communication Support campus leaders in responding appropriately to significant parent, student, or community concerns Promote strategies that strengthen family engagement and community confidence in district schools Represent district leadership at campus and community events as assigned VII. Supervisory Responsibilities Directly supervise and evaluate campus principals in accordance with district policies and expectations Provide direction, coaching, and support to ensure strong principal performance and professional growth May supervise or provide leadership to other administrators or staff as assigned Make recommendations related to principal performance, development, staffing, and leadership support to the Assistant Superintendent of Instruction VIII.

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 October 2026