Executive Director- Specialized Learning and Inclusion

Openings as 6/17/2026. SELECT OPTIONS UNDER GO below for ADVANCED SEARCHING OPTIONS. Executive Director - Specialized Learning and Inclusion Job ID: 7452 Date Posted: 6/11/2026 Location: MG Ellis Building Reports to: Deputy Superintendent, Curriculum and Instruction

PC #: 24299

Grade: 1002 Employment days: 239 Days Salary: $160,000 - $175,000 FSLA Status: Exempt Position Purpose Leads the coherent design, implementation, and continuous improvement of all Specialized Learning and Inclusion programs and services across Fort Worth ISD, with exclusive responsibility for the full continuum of special education services and Section 504 programming districtwide. Directs all Specialized Learning and Inclusion personnel in the development and implementation of systems designed to ensure high‑quality, compliant, equitable, and outcome‑driven services for students with disabilities and students with impairments covered under Section 504. Provides executive leadership, supervision, and organizational direction across the full scope of special education services, including evaluation and related services, compliance and records management, specialized instructional programs, inclusion support, transition services, and Section 504. Ensures that all systems, structures, and practices are implemented with fidelity, precision, and accountability, and that every student with a disability receives timely access to appropriate services in the Least Restrictive Environment. Advances the district's equity vision by ensuring that practices across Specialized Learning close achievement and opportunity gaps for historically marginalized students and students with disabilities.

ESSENTIAL JOB FUNCTIONS

Leads the design and implementation of a coherent PK–12 Specialized Learning system ensuring high‑quality, compliant, and equitable services for students with disabilities and students served under Section 504. Aligns evaluation, related services, specialized programs, inclusion supports, compliance, and Section 504 into a unified, performance‑driven system. Ensures alignment between high‑quality instructional materials (HQIM), specially designed instruction, and inclusive practices, so that students with disabilities have consistent access to grade‑level curriculum across all campuses and settings. Partners with Curriculum & Instruction to ensure HQIM implementation reflects the needs of students with disabilities and supports effective inclusive Tier I instruction. Ensures a coherent, districtwide approach to inclusive instruction practices, ensuring students with disabilities have consistent access, participation, and progress in grade‑level curriculum across all campuses and settings. Monitors the implementation and effectiveness of inclusive practices across campuses, driving system‑level improvements in access, service quality, and student outcomes. Ensures consistent, high‑quality implementation of special education and 504 services across all campuses, eliminating variation in access, service quality, and outcomes. Oversees the full continuum of services, including evaluation and related services, inclusive programming, specialized settings, transition services, Child Find, and low‑incidence programs. Maintains executive oversight of the Section 504 program, ensuring compliant, equitable implementation and access to accommodations districtwide. Establishes and enforces clear expectations, timelines, and systems for evaluations, service delivery, and IEP/504 implementation. Monitors key performance indicators, including LRE placement, evaluation quality, compliance metrics, service delivery, and student outcomes, to drive continuous improvement. Ensures accuracy, quality, and timeliness of all evaluations and eligibility determinations, reducing over‑ and under‑identification. Leads the development and performance management of Directors and Coordinators, building a high‑performance culture with strong accountability for results. Aligns instructional practices, specially designed instruction (SDI), and program supports to improve outcomes for students with disabilities across all settings. Oversees IEP and 504 systems, records management, and data integrity to ensure accurate reporting, compliance, and operational efficiency. Ensures full compliance with IDEA, Section 504, and state requirements, including TEA monitoring, audits, and corrective actions. Partners with Legal Services to manage complaints, due process, and regulatory matters. Designs and implements a division‑wide data strategy to monitor performance, identify gaps, and drive improvement across all program areas. Analyzes student and program data to develop and execute action plans aligned to district goals and equity priorities. Leads professional learning aligned to best practices in special education, inclusion, evaluation, and compliance. Builds strong collaboration with campus leadership to ensure aligned implementation, problem‑solving, and support for students. Develops and manages budgets and staffing models, including IDEA‑B funds, to align resources with student needs and district priorities. Ensures effective communication and partnership with families, community organizations, and external agencies. Serves as the district lead for Specialized Learning, communicating vision, progress, and outcomes to executive leadership and stakeholders. Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during critical reporting periods, accountability cycles, and high‑stakes deadlines, to ensure timely, accurate, and high‑quality execution of all deliverables. Safety Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition. Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures. Corrects unsafe conditions in the work area and promptly reports any conditions that are not immediately correctable to the supervisor. Supervisory Responsibilities Selects, trains, supervises, and evaluates staff, and makes recommendations relative to assignment, retention, discipline, and dismissal. Personal Work Relationships All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals. Exhibits high professionalism, standards of conduct and work ethic. Demonstrates high quality customer service; builds rapport/relationship with the consumer. Demonstrates cultural competence in interactions with others; is respectful of co‑workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations. Other Duties as Assigned Performs all job‑related duties as assigned and in accordance with the Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required. Knowledge, Skills & Abilities Knowledge of high‑quality instructional materials (HQIM), including systemwide implementation to ensure equitable access for students with disabilities. Knowledge of specially designed instruction (SDI), lesson internalization, the Science of Learning, and the effective integration of HQIM within Tier 1 instruction. Knowledge of inclusive instructional systems and how these practices are implemented with consistency and fidelity across the district. Knowledge of PK–12 special education systems, including evaluation, related services, inclusive practices, specialized programs, and transition services. Knowledge of Section 504 requirements, including eligibility, FAPE, and campus‑level implementation. Knowledge of federal and state regulations (IDEA, TEA, LRE, SPP indicators) and compliance systems. Knowledge of evidence‑based practices in evaluation, SDI, and inclusive instruction. Knowledge of performance management, organizational leadership, and large‑scale system design. Knowledge of budgeting, resource allocation, and federal fund management (e.g., IDEA‑B). Knowledge of data systems, program evaluation, and continuous improvement practices. Skill in leading large, complex systems across multiple program areas and workstreams. Skill in designing and implementing districtwide systems that improve service quality, compliance, and student outcomes. Skill in building and managing high‑performing leadership teams with strong accountability. Skill in using data to monitor performance, identify gaps, and drive continuous improvement. Skill in leading organizational change and navigating complex compliance environments. Skill in communication and collaboration with executive leadership, campuses, families, and external agencies. Ability to translate strategy into coherent, executable systems that improve outcomes for students with disabilities. Ability to manage complexity across programs, compliance requirements, and service delivery systems. Ability to align resources, staffing, and priorities to district goals and student needs. Ability to lead and sustain high‑performance culture across a division. Ability to make sound decisions in high‑stakes compliance and student service situations. Ability to build strong cross‑functional partnerships and ensure aligned execution. Ability to manage competing priorities, meet deadlines, and resolve complex issues effectively. Travel Requirements Travels to school district buildings and professional meetings as required. Physical & Mental Demands, Work Hazards 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: Repetitive hand motions, including keyboarding and use of mouse; occasional reaching; moderate walking. Lifting: Occasional light lifting and carrying (less than 15 pounds). Environment: Works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; requires 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. Minimum Required Qualifications Education: Bachelor's degree required. Master's in a related field preferred. Certification/License: Valid Texas Teaching Certification in the area of Special Education preferred. Valid Texas Mid‑Management or Principal Certification preferred. Experience: Minimum of 7 years of progressively responsible experience in special education or closely related field, including classroom, campus, district, or related leadership roles required. At least 3 years of successful classroom teaching experience, with a verifiable track record of improving outcomes for students with disabilities or diverse learning needs required. At least 2 years of instructional or program leadership experience at the campus or district level required. Demonstrated, verifiable track record within the past 5 years of designing and implementing district‑or campus‑level special education systems or initiatives that resulted in measurable student outcomes, service delivery, and/or compliance required. Experience leading evaluation systems, including referral, assessment, eligibility determination, and ARD/IEP development, ensuring timely, accurate, and compliant processes required. Experience supervising staff, managing performance, and ensuring consistent implementation across multiple schools or teams required. Experience overseeing or supporting the implementation of the full continuum of services, including inclusive practices, specialized programs, related services, and transition services preferred. Experience using qualitative and quantitative data to monitor program effectiveness to monitor program effectiveness, ensure compliance, and drive continuous improvement preferred. Experience leading cross‑functional work across departments in large, diverse urban school districts and managing through both direct and indirect authority to achieve system‑level outcomes preferred. This document is intended to describe the general nature and level of work being performed by people 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. #J-18808-Ljbffr Fort Worth Independent School District