ELEVATE/ACE (Accelerating Campus Excellence) Middle School Principal

ELEVATE/ACE (Accelerating Campus Excellence) Middle School Principal JobID: 7180 Position Type: Accelerating Campus Excellence (ACE)/ Principal (ACE) Date Posted: 11/10/2025 Location: TBD Middle School Principal Reports to: Executive Director – Middle School Leadership FLSA Status: Exempt Duty Days: 226 Annual Salary: $145,000

POSITION PURPOSE

Fort Worth Independent School District (FWISD) is seeking proven, innovative leaders with a track record of driving bold school turnaround and transformation. As a campus principal, you will serve as the educational leader of your assigned campus, responsible for ensuring a safe, high‑performing learning environment aligned with FWISD's mission and strategic goals. The Principal directs and manages overall campus operations such that all students regardless of socioeconomic factors are achieving at a high-level. The campus Principal is responsible for leading the campus instructional program ensuring high standards of instruction and student achievement, compliance with district policies, application of instructional programs, and effective operation of all campus activities. Application Requirements Resume Documented history of academic growth as campus principal with verified data. Documentation of past success leading a campus. Instructional Leadership Implements state and District curricula and assessments aligned with state standards, including college and career readiness standards. Monitors and ensures high-quality instruction practices among teachers and staff that improve student performance. Monitors multiple forms of student data to inform instruction and intervention decisions to maximize student achievement. Ensures that effective instruction maximizes growth of individual students and student groups, supports equity, and eliminates the achievement gap. Embraces a transformational leadership philosophy and uses effective strategies to establish a positive school culture centered on continuous improvement in teaching and learning. Leads the turnaround process through the use of research‑based instructional practices and models that have proven to be effective in similar schools. Promotes the expectation for high-level performance from staff and students and recognize excellence and achievement. Develops and monitors instructional and administrative processes to ensure that instructional practices are aligned to evidence‑based practices and implemented with fidelity. Ensures high‑quality instructional materials and resources are implemented with fidelity. Utilizes campus data for corrective action leading to improvement, as well as for recognition of success. Human Capital Recruits, selects, places, mentors, and retains highly effective teachers and staff. Coaches and develops teachers and staff, by giving individual feedback and aligned professional development opportunities. Implements collaborative structures, and provides leadership opportunities for effective teachers and staff. Provides clear expectations of performance, and conducts rigorous evaluations of all staff using multiple data sources. Leads, implements and supports Professional Learning Communities (PLC's) that create positive relationships amongst teachers and administrators while fostering a team culture of open sharing, risk‑taking and shared leadership, to work effectively as a team. Ensures PLCs develop and improve teacher instructional capacity. Develops and leads a strong Instructional Leadership Team (ILT) for the campus. Executive Leadership (Strategic Leader) Solutions‑oriented, treats challenges as opportunities, and supports the school and community through continuous improvement. Proactively seeks and acts on feedback, reflects on personal growth areas, seeks development opportunities, and changes practice in ways that improves student outcomes. Communicates and develops productive relationships with campus students, staff, and community. Adheres to the Code of Ethics and Standards Practices for Texas Educators. School Culture (Visionary Leader) Develops, implements, and sustains a shared vision of high expectations for all students and staff, including stressing the importance of daily attendance for both students and staff. Establishes, reinforces, and monitors clear expectations for adult, staff, and student conduct, including social and emotional supports. Engages families and community members in meaningful student learning experiences. Creates a safe school environment that ensures the social, emotional, and physical well‑being of staff and students. Applies a variety of student discipline techniques to meet the behavioral and academic needs of individual students. Enhances students' social, emotional, behavioral, and academic achievement. Acts as campus behavior coordinator in accordance with state laws and regulations. Ensures that school rules are uniformly applied and that student discipline is appropriate and equitable in accordance with the Student Code of Conduct and student handbook. Follows all policies, practices, and procedures that create optimal learning conditions for students with special needs in alignment with IDEA. Conducts conferences about student and school issues with parents, students, and teachers. Ensures that students are adequately supervised during non‑instructional periods. Provides strategic oversight and leadership for an ADSY (Additional Days School Year) campus, ensuring compliance with Texas Education Agency (TEA) requirements and successful implementation of extended learning models. Strategic Operations (Results Oriented) Outlines and tracks clear goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes. Implements daily schedules and a yearlong plan for regular data‑driven instruction cycles, gives students access to diverse and rigorous instructional programs, and builds in time for professional development. Aligns resources with the needs of the school, and effectively monitors the impact of these resources on school goals in support of the Campus Educational Improvement Plan (CEIP), and ensures proper fiscal oversight of all campus budgets including campus and student activity funds, if applicable. Collaborates with District staff to implement District policies, and advocates for the needs of District students and staff. Supervisory Responsibilities Supervises and evaluates the performance of staff assigned to campus including assistant principal(s), teacher(s), counselor(s), librarian(s), instructional aides, clerical support staff, and custodians. 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 performs 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 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 Proven success in leading a school or district community toward continuous improvement in academic goals with a relentless pursuit of academic excellence for all students. Deep knowledge of curriculum and instruction as well as evidence‑based practices in multiple content areas as applicable by grade levels. Demonstrated leadership on district‑wide committees and/or district‑wide activities. Proven experience to use and interpret data to inform decision‑making processes that allow for intentional actions and lead to improved student/campus achievement. Knowledge of best practices in administration, program evaluation, and staff supervision, including principles involved in strategic planning, resource allocation, leadership techniques, and coordination of people and resources. Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles. Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of elementary and/or secondary school curriculum and concepts. Knowledge of federal and state guidelines and District policies and procedures regarding all students' services and programs. Knowledge and understanding of literacy instruction. Skill in judgment and creativity in decision‑making, together with use of qualitative and quantitative data to make decisions about teaching and learning, including student and teacher assessment; considering the relative costs and benefits of potential actions to choose the most appropriate one. Ability to consider academic, social, and emotional needs of students in making decisions about academic settings and accommodations for individual students. Ability to differentiate instructional support for experienced and new teachers. Ability to establish program goals and objectives that support the strategic plan, and develop and implement plans in all areas of the instructional program. Ability to use computer network systems and software applications as needed. Ability to organize multiple tasks and implement effective time management techniques. Ability to communicate effectively, both orally and in writing with students, parents, staff, community, and stakeholders in a multi‑ethnic educational environment. Ability to engage in self‑evaluation with regard to leadership, performance, and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Travel Requirements Travels to school district buildings and professional meetings as required. Physical & Mental Demands, Work Hazards Tools/Equipment Used: Standard office and classroom equipment, including Promethean Board, 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; works irregular and/or prolonged hours; works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; occasional districtwide and statewide travel. 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: Master's Degree from an accredited college or university in Education or a directly related field required; Degree in School Administration preferred. Certification/License: Valid Texas Mid‑Management or Principal Certification required; Out of state applicants must be currently certified from another state, attach a copy of your valid certification and become Texas Certified prior to being hired. T‑TESS and T‑PESS Certification required. Experience: Principal experience required; 3 years preferred. 3 years' successful teaching experience required. Experience in Urban schools with diverse populations preferred. Language: Bilingual (English/Spanish) preferred in some settings. 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