Executive Director- Literacy and Bilingual Programs

Department Areas Literacy Bilingual Programs and Supports Student Placement Center World Languages Dyslexia Reports to: Deputy Superintendent, Curriculum and Instruction Pay Grade: 1002 Days: 239 Days Salary Range: $160,000 - $190,000 FSLA Status: Exempt Position Purpose Leads the design, implementation, and continuous improvement of a coherent PK12 system for literacy and multilingual programming anchored in high-quality instructional materials (HQIM) and the Districts Instructional Framework. This role ensures that curriculum, lesson design, and instructional resources across literacy and bilingual programs are tightly aligned, reflect best-in-class practices, and are built to support strong Tier 1 instruction for all students. The Executive Director ensures the design, writing, and refinement of high-quality lessons and planning resources that enable teachers and school leaders to deeply internalize content and prepare for effective lesson delivery, supported by aligned common assessments and Demonstrations of Learning (DOLs) to drive instructional response. Supervises and leads Directors across Literacy, Bilingual Programs and Supports, Dyslexia, World Languages, and the Student Placement Center, ensuring all work operates as a unified systemeliminating fragmentation and ensuring all students, including emergent bilinguals and students with disabilities, access grade-level content with appropriate scaffolds that maintain rigor. Ensures alignment across curriculum, instruction, assessment, compliance, and student services, and that campuses are equipped with the tools, planning resources, and clarity necessary for teachers and school leadership to implement instruction with fidelity and achieve strong student outcomes. Essential Job Functions Leads the design and implementation of a coherent PK12 literacy and multilingual system anchored in high-quality instructional materials (HQIM), aligned curriculum, and common assessments. Ensures all lessons and instructional resources reflect best-in-class literacy practices, are aligned to grade-level standards, and are built for strong Tier 1 instruction for all students. Oversees the design, writing, and refinement of high-quality lessons and planning resources that enable teachers and school leaders to deeply internalize content and prepare for effective lesson delivery. Ensures scaffolds are intentionally embedded within curriculum and lessons to increase access for all studentsincluding emergent bilinguals, students with disabilities, and historically underserved student groupswithout reducing rigor. Ensures coherence across all departmentsLiteracy, Bilingual Programs and Supports, Dyslexia, World Languages, and the Student Placement Centerthrough aligned curriculum, instructional expectations, and coordinated systems. Aligns curriculum, instruction, assessment, and programmatic services into a unified system, eliminating fragmentation and duplication across teams. Ensures bilingual and language development supports are fully integrated within Tier 1 instruction and aligned to HQIM and district instructional expectations. Collaborates closely across Curriculum & Instruction and School Leadership to ensure high-fidelity implementation of HQIM and instructional expectations, and to identify and resolve issues quickly and effectively. Supervises and develops Directors and Coordinators, establishing and maintaining a high-performance culture through clear expectations, strong performance management, and accountability for quality, timelines, and impact. Ensures effective performance management of all assigned staff, including regular monitoring, feedback, execution of growth plans, and, when necessary, performance improvement actions. Holds leaders accountable for delivering high-quality curriculum, instructional supports, and services that result in measurable improvements in student outcomes across all student groups. Builds leadership capacity across Directors and Coordinators to ensure consistent execution, strong internalization of instructional expectations, and alignment to district priorities. Oversees systems for identification, placement, monitoring, and support of emergent bilingual students, ensuring alignment to all state and federal requirements. Ensures effective implementation of LPAC processes, translation services, and student placement systems to support access, compliance, and family engagement. Ensures professional learning across literacy and bilingual programs is tightly aligned to HQIM and the Districts Instructional Framework and directly supports lesson internalization and delivery. Establishes and maintains systems to monitor curriculum quality, fidelity of HQIM implementation, strength of Tier 1 instruction, and impact on student achievement across PK12. Designs and oversees assessment systems, including common assessments and Demonstrations of Learning (DOLs), to measure mastery and inform system-level improvements. Analyzes program and student outcome data to evaluate effectiveness, identify trends, and drive continuous improvement across departments. Develops and manages budgets across departments, ensuring strategic allocation of resources aligned to district priorities and student needs. Serves as the district lead for literacy and bilingual programs, communicating vision, progress, and outcomes to executive leadership, the Board, and external 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 Districts 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 PK12 literacy and multilingual education systems, including the design of coherent, grade-level curriculum and instructional programs Knowledge of best-in-class literacy practices that accelerate student outcomes at scale Expertise in the implementation and scaling of high-quality instructional materials (HQIM) to drive rigorous Tier 1 instruction Strong knowledge of lesson design, including standards alignment, embedded scaffolds that maintain rigor, acceleration within grade-level content, and the use of Demonstrations of Learning (DOLs) Knowledge of assessment systems, including common assessments, progress monitoring, and alignment to accountability expectations Knowledge of systems that support emergent bilingual students, students with disabilities, and historically underserved student groups within Tier 1 instruction. Skill in leading large, complex teams through multiple layers of leadership, including Directors and Coordinators Skill in establishing and maintaining a high-performance culture, including strong performance management, execution of growth plans, and performance improvement actions Skill in aligning multiple departments into a coherent, high-functioning system with clear roles, priorities, and outputs Skill in designing and implementing large-scale instructional systems, including curriculum, assessment, and instructional supports Skill in ensuring high-quality lesson design and strong teacher and school leadership internalization to drive effective lesson delivery Skill in collaborating across Curriculum & Instruction and School Leadership to ensure fidelity of implementation and rapid resolution of challenges Skill in using qualitative and quantitative data to monitor performance, evaluate impact, and drive continuous improvement in student outcomes Skill in managing through indirect authority across campuses and central office teams to achieve results at scale Ability to translate strategic priorities into clear, executable systems that improve classroom instruction and student outcomes Ability to manage complexity across multiple workstreams while maintaining clarity, coherence, and focus on outcomes Ability to lead organizational change and sustain improvements across departments and campuses Ability to communicate effectively and influence stakeholders across all levels of the organization, including executive leadership, principals, staff, and the community Ability to build strong, collaborative relationships across departments to ensure alignment and effective execution Ability to manage resources, including budgets, staffing, and time, to align with district priorities and maximize impact Ability to maintain high standards of professionalism, accountability, and continuous improvement 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: Bachelors degree required. Masters in Education, Literacy, or content related field preferred. Certification/License: Valid Texas Teaching Certification in the area of English/Language Arts and Reading preferred. Valid Texas Mid-Management or Principal Certification preferred. Experience: Minimum of 7 years of progressively responsible experience in education, including classroom, campus, district, or related leadership roles. At least 3 years of successful classroom teaching experience, with a verifiable track record of driving strong student outcomes. At least 2 years of instructional leadership experience at the campus or district level required. Demonstrated, verifiable track record within the past 5 years of designing and implementing literacy-focused, campus- or district-level initiatives that have driven measurable improvements in student achievement at scale, required Experience leading implementation of high-quality instructional materials (HQIM), curriculum design, and aligned assessment systems to improve Tier 1 instruction required Experience supervising staff, managing performance, and ensuring consistent implementation across multiple schools or teams required. Experience with bilingual/ESL programs, language development, and supports for emergent bilingual students preferred. Experience using qualitative and quantitative data to monitor program effectiveness, inform instructional decision-making, 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 ISD