District Coordinator for School Improvement - Secondary

Primary Purpose: 

Acts asthe school improvementinstructional leaderforthe district by ensuring supportforthe academic  achievement of low performing campuses and by monitoring and coaching the implementation of the  curriculum. Ensures compliance with TEA’sschool improvementframework and requirements. 

Qualifications: 

Education/Certification: 

Master’s degree; minimum three years teaching experience; and two years campus-level administrator or campus-level  instructional support experience. Principal Certificate and T-TESSCertificate preferred.  

Special Knowledge/Skills: 

Demonstrate the following core values: integrity, high expectation, commitment,respect, dedication to  teamwork and passion for a student-centered environment. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative ofthe knowledge,skill, and/or ability required. 

Major Responsibilities and Duties: 

Partners with the Executive Director of Schools (EDOS) promote positive change at the campus through implementation ofstandards-based, aligned instruction and research-based instructional practices. 

Conducts walkthroughs with the Executive Director of Schools to identify, analyze, and facilitate school improvement effortsfor allstaff and students. 

Plans, implements, and evaluates campus instructional programs and ensures the alignment of those programs with the district instructional expectations and models. 

Plans the necessary time, resources and materials to support implementation of the district curriculum. 

Promotes professional development that improves the knowledge of teachers, campus leadership and paraprofessionals  in content knowledge and research-based instructional practices aligned with district philosophy. 

Communicates and leads campus professional development aligned with the district curriculum and  instructional models. 

Disaggregates campus assessment data to lead and determine instructional adjustments and interventions.

Works with principals and leads campus professional learning communities to ensure the alignment of the instructional programwith the district curriculum. 

Assists with campus PLCs in the PLC planning process and data analysis protocol. 

Reports progress of school improvement efforts to a wide variety of audiences, including the Superintendent. 

Ensures action steps identified by TEA school improvement requirements are implemented and intervention updates are completed. 

Plans, implements, and oversees improvement efforts at identified campuses to improve student success. Assistsin the development and implementation ofthe campusimprovement plan. 

Partners with professional service providers (PSP) to improve student performance results and growth in the campus and/or district accountability ratings. 

May appraise identified core content teachers on district identified campuses utilizing the T-TESS appraisal system. 

Collaborate with Director of Elementary/Secondary Curriculum and Professional Development to assist with supervision ofdistrict assigned instructional coaches. 

Provides support, resources, materials, and training to administrators, teachers, and coaches, to include informing stakeholders ofrequired professional development. 

Performs other duties as assigned. 

Supervisory Responsibilities: 

This job has no supervisory responsibilities. 

Mental Demands/Physical Demands/Environmental Factors: 

Tools/Equipment Used: Ability to use peripheral devices, high level language programming concepts, data  managementsoftware, and application developmenttools. 

Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping, pushing/pulling, twisting. The physical demands described here are representative ofthose that must be met by anemployee to successfully performthe essentialfunctionsofthisjob.Whileperforming the duties ofthisjob,the employee is regularly required to sit and talk or hear,to use handsto finger, handle, orfeel, and to stand and walk. The employee isrequired to regularly lift and carry (lessthan 15 pounds). Specific vision abilities required by this job  include close vision, distance vision, and ability to adjust focus. 

Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking,  grasping/squeezing, wrist flexion/extension, reaching; may climb ladders.

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Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45 pounds and  over). 

Environment: The work environment characteristics described here are representative of those an employee encounterswhile performing the essentialfunctions ofthisjob. Occasional district-wide travelto multiplecampuses, as assigned. The noise level in thework environmentis usuallymoderate. 

Mental Demands: Work with frequent interruptions; emotional control under stress. 

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all  responsibilities and duties that may be assigned or skills that may be required.