Director of Instructional Systems

Job Description

Job Description

Company Description

About KIPP Texas Public Schools

KIPP Texas Public Schools is a free, public charter school network with more than 45 Pre-K - 12 schools across Austin, Dallas-Fort Worth, Houston, and San Antonio. With over 30 years in Texas, we work together with our families and communities to prepare students for college, career, and beyond! Our schools provide a high-quality, well-rounded education built on academic success and personal growth, where all students learn and thrive in a productive, safe, and joyful way!

As one of the earliest charter networks in Texas—founded in Houston in 1994 and operating as KIPP Texas since 2018—we hire dynamic, collaborative, and dedicated individuals with an unyielding belief that every child will succeed. Join a Team and Family with an unwavering commitment to creating classrooms, offices, and communities rooted in academic success and joy. If you are passionate about joining a mission-driven community that wants every child to "run to school," the KIPP Texas Team and Family is for you!

KIPP Public Schools is a national network of public charter schools that prepares students with the skills and confidence to create the future they want for themselves, their communities, and us all. We are a network of 278 schools with nearly 16,500 educators and 190,000 students and alumni.

Job Description

The Director of Instructional Systems (DOIS) is responsible for driving the consistent, high-quality implementation of instructional systems across an assigned portfolio of KIPP Texas schools.

Reporting to the Managing Director of Instructional Systems (MDIS), the DOIS ensures that academic priorities translate into clear, actionable expectations for schools. In close partnership with the MDIS, the DOIS supports the ongoing refinement of key structures and data components, building and adjusting what is necessary to strengthen implementation and ensure systems remain clear, usable, and sustainable across schools. This includes translating strategy into well-defined processes, frameworks, and data structures that support strong instructional decision-making and day-to-day execution, as well as aligned instructional support structures (e.g., CTMs, practice clinics, and professional development) that enable schools to effectively respond to data.

The DOIS is accountable for how instructional systems show up in practice—how they are used by leaders, how consistently they are executed, and whether they lead to improved instruction and student outcomes. This includes supporting School Leadership Teams not only in analyzing data, but in building and executing the instructional routines and supports needed to translate insights into improved teaching and learning.

ROLE RESPONSIBILITIES: 

Instructional Systems Design and Maintenance

• Lead the design and build-out of instructional data systems, including assessment trackers, progress monitoring tools, and data dashboards.

• Design and support aligned response systems (e.g., CTMs, practice clinics, and professional development) so School Leadership Teams can act on data.

• Translate academic priorities into clear workflows, templates, and expectations for school teams

• Build reporting structures that enable leaders to quickly identify trends, gaps, and root causes

• Ensure all tools are intuitive, streamlined, and aligned to the realities of school operations

• Develop and codify non-negotiables for system usage to ensure consistency and rigor across all primary schools

• Refine reporting structures and practices used by leadership to monitor academic performance and instructional effectiveness

Systems implementation and Execution

• Lead the rollout of instructional systems, including but not limited to, assessment practices, progress monitoring cycles, and data routines

• Model, co-facilitate, and coach school leadership teams to execute instructional systems across their schools

• Establish clear expectations for how these systems are used by school management and school-based teams

• Work alongside SLMs to support strong execution, providing targeted, direct guidance where implementation is inconsistent

• Monitor execution across regions, using observation and leader feedback to identify strengths and gaps

• Ensure instructional systems are embedded in regular leadership and instructional routines

Systems Monitoring and Accountability 

• Track both the consistency and quality of instructional systems implementation across schools

• Maintain accuracy and reliability of data structures and reporting

• Engage school leadership in reviewing implementation trends and identifying areas for improvement

• Distinguish between compliance and meaningful execution

• Identify patterns that impact instructional quality and student outcomes

• Address systems issues and challenges through clear feedback, support, and adjustments

• Partner with the MDIS to surface risks and contribute to academic health insights

Instructional Practice and Systems Coherence

• Support leaders in accessing, interpreting, and applying student performance data within instructional systems

• Support school leadership in using data to inform planning, instructional best practices and decisions

• Reinforce strong routines for analysis and follow-through through ongoing support

• Identify where data practices are inconsistent and work directly with leaders to strengthen them

Systems Refinement and Continuous Improvement

• Partner with the MDIS to evaluate the effectiveness of instructional systems based on implementation data and school feedback

• Identify where systems are not driving clarity, consistency, or strong execution

• Recommend and implement targeted adjustments to improve usability and impact

• Simplify or adjust tools and processes that create friction or confusion for school leaders

• Ensure system updates remain aligned to school-based realities and instructional priorities

Qualifications

QUALIFICATIONS:

• Bachelor’s degree required; Master’s preferred

• Minimum 4 years of experience in education, including instructional leadership, data, or systems-related roles. Previous principal experience highly preferred.

• Experience with data-driven instruction, assessment design, and progress monitoring systems

• Demonstrated ability to build or implement systems that impact student outcomes

• Experience working with or supporting school leaders or instructional teams

COMPETENCY AND SKILLS:

Instructional Systems Execution

• Strong systems thinker with ability to

• Strong ability to design and operationalize instructional systems and tools

• Attention to detail in ensuring systems are functional, practical, and scalable

• Ability to translate strategy into clear, executable structures

Data Systems, Insight, and Analysis

• Skilled in building and managing data tools and reporting systems

• Skilled in analyzing academic data to identify trends, gaps, and root causes

• Ability to interpret data and support others in using it effectively

• Strong focus on accuracy, usability, and actionability of data

IImplementation and Project Management

• Proven ability to manage complex projects and drive execution across multiple stakeholders

• Strong organizational skills and follow-through to ensure systems are implemented with fidelity

• Ability to manage multiple priorities while maintaining high quality

Collaboration and Influence

• Ability to work effectively across teams and functions

• Strong communication skills to translate technical systems into user-friendly practices

• Ability to influence without direct authority

Commitment to Student Outcomes

• Relentless focus on improving student achievement

• Deep belief in the potential of all students, particularly those in historically underserved communities

Physical Requirements: 

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

• The person in this position needs to be able to move about inside and outside the school throughout the workday

• The candidate is expected to attend conferences, meetings and training sessions both virtually and in person within the Region.

Additional Requirements:

• Reliable transportation is needed for travel between campuses and across regions

• Ability to maintain emotional control under stress

• Work with frequent interruptions

Work Environment: 

• Reports to school or central office site Monday - Friday

• Typical school/office environment with frequent interruptions

Travel Requirements: 

Frequent travel throughout the state to KIPP’s multiple regions: Regular and consistent travel to various school sites, regional offices, or external locations for work related activities for professional learning, academic leadership, data reviews, meetings and other work related activities.

Additional Information

What We Bring to the Table:
● Comprehensive medical, dental, and vision plans with coverage options for employees and their families.
● Competitive vacation and flexible paid time off (PTO) policies.
● Paid family leave.
● Flexible spending account or high-yield HSA.
● Employee assistance programs.
● KIPP also offers the following employee-paid benefits: legal plans, LifeLock identity protection, life insurance and disability insurance.

EEO:
KIPP Texas is an Equal Opportunity Employer. KIPP Texas ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation, or disability. Any individual needing assistance in making an application for any opening should contact the Talent Team.

Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please tell us if you require a reasonable accommodation to apply for a job or to perform your job duties. Examples of reasonable accommodation include making a change to the application process or work procedures, providing
documents in an alternate format, using a sign language interpreter, or using specialized equipment.