Executive Director

Executive Director Of School Leadership Position: Executive Director of School Leadership Pay Range: Min: $160,000 Mid: $170,000 Max: $180,000 About The Organization: Beaumont Independent School District serves approximately 16,315 students across 26 schools and plays a central role in the strength and future of the Beaumont community. As a district with deep history and resilience, BISD is committed to building a school system where every student experiences strong teaching and meaningful learning every day. BISD is focused on strengthening student outcomes through a coherent approach to instructional excellence, leadership development, and system alignment. The district is working to ensure that every student is known, supported, challenged, and prepared, with improvement that is not temporary, but sustained through clear expectations, aligned systems, and disciplined execution. Achieving this vision requires strong, forward‑thinking leadership. BISD is seeking dedicated, results‑driven leaders who are committed to improving outcomes for all students and building a system where resources, people, and priorities are aligned to what matters most in teaching and learning. Join us in building a stronger, more coherent school system for Beaumont where every decision, including financial decisions, strengthens student outcomes and long‑term system effectiveness. About The Position The Executive Director of Instructional Leadership serves as a senior instructional leader responsible for strengthening teaching and learning across the district. This role ensures that instructional expectations are clear, consistently implemented, and continuously improving across campuses. The Executive Director of Instructional Leadership operates as both a systems thinker and a coach of leaders, translating district priorities into classroom practice and helping principals and instructional leaders build stronger instructional systems inside their schools. The position focuses on improving adult practice so that student learning improves as a natural result. This work requires the ability to diagnose instructional problems, coach leaders through change, and sustain disciplined instructional expectations across multiple campuses. The Executive Director of Instructional Leadership reports to the Deputy Chief of Schools and works closely with principals, assistant principals, instructional specialists within the district, and district leadership to strengthen instructional coherence and leadership capacity between curriculum design and instructional implementation. Primary Roles And Responsibilities Instructional Leadership And System Alignment Support the development and implementation of district instructional priorities, ensuring clarity and coherence across schools. Monitor instructional practices across campuses and identify patterns that affect student learning. Ensure district instructional expectations are consistently understood and implemented by principals and campus instructional teams. Collaborate with curriculum, assessment, and leadership teams to align instructional supports with district strategy. Identify gaps between intended instructional design and classroom implementation and help leaders close those gaps. Coaching And Development Of School Leaders Provide direct coaching to principals and instructional leaders focused on improving instructional leadership. Conduct instructional walkthroughs and feedback sessions with school leaders to strengthen observation and feedback practices. Support principals in diagnosing instructional challenges and developing targeted improvement strategies. Build principals’ capacity to coach teachers, monitor instruction, and hold consistent expectations for classroom practice. Model high‑quality coaching conversations that lead to reflection, growth, and measurable improvement. Instructional Problem Solving Analyze instructional data, classroom observations, and leader feedback to identify systemic barriers to strong teaching. Diagnose root causes of instructional challenges rather than responding only to surface‑level symptoms. Partner with principals to design practical, actionable solutions to instructional problems. Ensure instructional improvement efforts lead to observable changes in teacher practice and student engagement. Monitor implementation and adjust strategies when progress stalls. Changing Adult Practice Support leaders in improving how adults plan, teach, and respond to instructional challenges. Reinforce disciplined expectations around instructional planning, lesson delivery, and classroom rigor. Help leaders address resistance or uncertainty among staff through coaching and clarity rather than compliance alone. Support the development of professional learning that leads to meaningful changes in instructional practice. System Monitoring And Accountability Track instructional progress across assigned campuses and provide clear feedback to district leadership. Identify emerging risks to instructional quality and surface those concerns early. Support leaders in maintaining instructional focus even during periods of organizational pressure or change. Ensure that instructional expectations are held consistently across schools. Leadership Presence And Influence Maintain a strong and credible presence in schools through regular campus visits and leader engagement. Build trusting professional relationships with principals while maintaining clear expectations for instructional performance. Communicate instructional priorities clearly and consistently across the system. Key Personal Characteristics The Executive Director of Instructional Leadership must demonstrate personal characteristics that allow them to lead adults through meaningful improvement. Instructionally curious and deeply committed to improving teaching and learning. Calm and steady under pressure, able to support leaders through difficult instructional challenges. Direct and honest communicator who can address problems without damaging professional relationships. Persistent and disciplined, able to maintain focus on instructional improvement even when distractions emerge. Respectful of educators while holding high expectations for professional practice. Solutions‑oriented, approaching challenges with practical thinking rather than criticism alone. Comfortable operating in complex systems and navigating competing priorities. Candidate Requirements Qualifications Master's degree in educational leadership or a related field required. Texas principal certification required; superintendent certification preferred. Minimum of five years of successful campus leadership experience; principal preferred. Demonstrated success improving instructional outcomes in a school or district setting. Experience coaching principals or instructional leaders strongly preferred. Core Skill Set Instructional Expertise: Deep understanding of effective instructional practices across grade levels and subject areas. Ability to identify strengths and weaknesses in classroom instruction quickly and accurately. Strong knowledge of curriculum alignment, instructional rigor, and cognitive demand. Coaching And Feedback: Skilled in conducting classroom observations and translating observations into actionable feedback. Able to guide principals in improving teacher coaching and instructional monitoring. Uses questioning and reflection to help leaders recognize challenges and identify solutions. Provides clear, actionable feedback that improves adult practice both in the moment and long term. Analytical Thinking: Interprets instructional data and observation patterns to diagnose system challenges. Distinguishes between isolated issues and systemic instructional problems. Uses evidence to guide decision-making and improvement strategies. Communication: Communicates instructional expectations clearly to leaders and staff. Facilitates professional conversations that help leaders move from awareness to action. Explains complex instructional ideas in practical, understandable terms. Can hold professional and collaborative community engagement sessions with individuals, small groups, and larger events. Can create a professional slide deck (of the standard of the district) to communicate with stakeholders, campus leaders, and beyond. Leadership Development: Builds the instructional leadership capacity of principals and assistant principals. Helps leaders develop stronger instructional monitoring systems within their schools. Supports the growth of emerging instructional leaders across campuses. Problem Identification And Resolution: Quickly identifies breakdowns in instructional systems or leadership practices. Works with leaders to design practical solutions that can be implemented in real classrooms. Monitors progress and ensures changes lead to sustained improvement. Leadership Operating Expectations For Bisd Purpose The Executive Director of Instructional Leadership is not only responsible for improving instruction. The role is responsible for protecting instructional coherence across multiple campuses during a period of system transformation. This requires disciplined leadership behavior, not preference‑based leadership style. These expectations define how the Executive Director operates when priorities compete, when pressure increases, and when adult behavior must change. Operating Expectations Anchor To System Priorities, Not Campus Preference Diagnose Before Directing Coach To Change Behavior, Not Just Thinking Hold Clarity Under Pressure Build Principal Capacity, Not Dependency Ensure Follow-Through And Fidelity Surface Truth Early Reduce Noise And Prevent Drift Model Instructional Credibility Operate With Calm Authority Emotional Intelligence Expectations Self-Awareness Self #J-18808-Ljbffr