Coordinator - Data Literacy and Continuous Improvement Systems

Coordinator – Data Literacy and Continuous Improvement Systems Date Posted: 5/12/2026 Location: District Service Center Reports to: Director – Data Literacy, Assessment Strategy, and Continuous Improvement

PC: 24288

Grade: 404 Hours: 239 Days Salary: $85,893 - $103,487 FLSA Status: Exempt Position Purpose The Coordinator of Data Literacy and Continuous Improvement Systems develops and implements systems that ensure data is actively used to drive instructional decision‑making and continuous improvement. This role is focused on supporting strong data use practices across central teams and schools, ensuring real‑time, actionable information is effectively interpreted and used to drive decisions, including through dashboards and reporting tools. In close partnership with Curriculum & Instruction, School Leadership, and AARA teams, the Coordinator of Data Literacy and Continuous Improvement Systems ensures that data from Demonstrations of Learning (DOLs), interim assessments, classroom observations, and other key performance indicators is translated into clear, immediate actions that improve teaching and learning. The role ensures data use is deeply embedded within the district's managed instruction framework to drive sustained gains in student achievement. This role requires strong technical expertise in dashboard design, translating complex data into clear, intuitive insights that stakeholders can interpret and act on in real time.

ESSENTIAL JOB FUNCTIONS

Designs and delivers actionable, real‑time dashboards and reporting tools that provide clear visibility into student performance and instructional trends, enabling immediate adjustments within the district's managed instruction framework. Develops and implements systems that ensure data is used in real time to drive instructional decision‑making and continuous improvement across campuses. Builds the capacity of central teams and schools to interpret and act on data in real time, ensuring effective use within instructional planning cycles. Ensures data from Demonstrations of Learning (DOLs), interim assessments, and other key indicators is translated into clear, actionable next steps that strengthen instruction and inform targeted support at both the systemwide and individual campus levels. Develops and implements data protocols, tools, and routines that support consistent, high‑quality data use across campuses. Ensures spot observation data is captured, analyzed, and translated into trends and insights, providing School Leadership with real‑time visibility into instructional practices to support coaching and campus success. Analyzes campus and district performance data, including instructional and observation data, to identify trends, gaps, and root causes, and supports the development of targeted strategies to improve outcomes. Monitors the use of data systems and dashboards across campuses, identifying gaps in implementation and supporting continuous improvement in data‑driven practices. Supports the design, implementation, and monitoring of campus and district improvement efforts aligned to state and federal accountability and compliance requirements. Supports execution of the district's Enhanced Teacher Incentive Allotment (TIA) implementation plan by ensuring School Leadership has real‑time access to aligned performance data to develop principals, assistant principals, and teachers, strengthen campus leadership, and drive improved outcomes. Facilitates and supports annual school improvement compliance processes required by state and federal guidelines, ensuring plans are rigorously developed, aligned to data, and meet all timelines for submission. Collaborates closely with School Leadership to support the development, refinement, and execution of campus improvement and turnaround plans, including targeted and comprehensive support campuses. Ensures ongoing monitoring of school improvement plans, including progress tracking, data analysis, and alignment of actions to identified needs and performance goals. Supports continuous improvement efforts for campuses identified through the state accountability system, ensuring alignment between data, planning, and execution. Facilitates cross‑functional work across Curriculum & Instruction, School Leadership, and AARA teams to ensure coherence between data systems, instructional practices, and school improvement efforts. Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during key reporting cycles, planning windows, and high‑priority improvement timelines. 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 None. 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 to 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 and Abilities Knowledge of best‑in‑class instructional frameworks and how data is used to drive real‑time instructional decision‑making, including reteach, acceleration, and student grouping. Knowledge of data‑driven instruction, including the use of Demonstrations of Learning (DOLs), interim assessments, and formative data to inform continuous improvement. Knowledge of state and federal accountability systems and school improvement requirements, including campus improvement planning, monitoring, and intervention processes. Knowledge of performance monitoring systems, including the use of dashboards, observation data, and key indicators to track instructional effectiveness and campus performance. Skill in designing, developing, and maintaining real‑time dashboards and data visualization tools that provide clear, actionable insights to support instructional decision‑making and school improvement. Skill in analyzing complex data sets, including assessment and observation data, to identify trends, gaps, and root causes and translate findings into clear, actionable next steps. Skill in developing and implementing data protocols, routines, and systems that ensure consistent and effective use of data across campuses. Skill in building the capacity of teachers, principals, and instructional teams to interpret and act on data within PLCs, ILTs, and instructional planning cycles. Skill in facilitating school improvement planning processes, including development, refinement, and monitoring of campus improvement and turnaround plans aligned to data. Skill in collaborating across departments and teams within a large, complex school system to drive alignment, coherence, and execution. Skill in operating effectively within a high‑performing culture, maintaining high expectations, accountability for results, and a focus on continuous improvement. Skill in working through indirect authority to influence stakeholders, drive implementation, and achieve results across multiple teams and departments. Ability to translate data into clear, actionable insights that drive immediate instructional adjustments and improved student outcomes. Ability to ensure coherence between data systems, instructional practices, and school improvement efforts across the district. Ability to support School Leadership in developing principals, assistant principals, and teachers through effective use of performance data and observation trends. Ability to manage multiple high‑priority initiatives simultaneously and deliver results in a fast‑paced, high‑stakes environment. Ability to operate with urgency, precision, and strong attention to detail in a performance‑driven system. Travel Requirements Travels to school district buildings and professional meetings as required. Physical and Mental Demands, Work Hazards Tools/Equipment Used: Standard office equipment, including personal computer and peripherals; standard instructional equipment Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting. Motion: Repetitive hand motions including frequent keyboarding and use of mouse; occasional reaching. Lifting: Occasional light lifting and carrying (less than 15 pounds). Environment: Works in an office setting; frequently requires irregular and/or prolonged hours. Frequent Districtwide travel. Attendance: Regular and punctual attendance at the worksite is required for this position. Mental Demands: Maintain emotional control under stress; works with frequent interruptions. Required Qualifications Education: Bachelor's degree from accredited college or university in Education, Data Analytics, Public Policy, Business or a related field required. Advanced graduate degree in a relevant field preferred. Certification/License: Valid Texas teaching certificate in Reading or Math preferred. Experience: Minimum of 3 years of progressively responsible experience in curriculum and instruction, data analytics, teaching, or a related field required; experience in a K–12 school district or similarly complex organization preferred. Demonstrated technical proficiency in developing data visualization tools required, including the ability to design real‑time, actionable dashboards that support instructional decision‑making and school improvement. Demonstrated and verifiable experience using assessment, observation, and performance data to drive instructional decision‑making and improve student outcomes at the campus and/or district level preferred. Experience building the capacity of teachers, principals, and instructional teams to use data within PLCs, ILTs, and improvement cycles, and collaborating across departments in a large, complex system while working through indirect authority to drive implementation and results 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