Executive Director of Language & Literacy

Job Title: Executive Director of Language & Literacy Wage/Hour Status: Exempt

Reports to: Deputy Chief of Instructional Support & School Leadership


Pay Grade : 8 Administrative Education


Dept./School: Academics and School Leadership Initiated Date: April 2026

WHO WE ARE

La Joya Independent School District (ISD) is committed to excellence for students and our community. We have a strong, 100-year legacy in the Rio Grande Valley. The district's vision - Educational Excellence: The Right of Every Student - conveys our urgent focus on students.

Our work is rooted in five strategic plan priorities, which require collaboration and deep commitment to supporting one another as we serve the community.

1. Excellence in Leadership
2. Empowered Graduates
3. Thriving Students
4. Community Trust, Unity and Partnership
5. Operational Excellence and Financial Stability

We are focused on ensuring every student in La Joya ISD has access to a high-quality, best-fit school as we work to improve from a B-district to an A-rated district. We serve more than 22,000 students in more than 30 schools and span six municipalities, covering more than 220 square miles.


WHO WE ARE LOOKING FOR

We are seeking an executive leader who can create, nurture, and lead a system that ensures students achieve excellence in Language and Literacy across all grade levels. The ideal candidate will bring a deep understanding of literacy instruction, biliteracy development, dual language and ESL programming, migrant education, and social studies instruction, along with a strong track record of accelerating student outcomes through curriculum alignment, professional learning, compliance oversight, and instructional support.

You will be responsible for aligning the district's literacy, social studies, bilingual, ESL, dual language, and migrant programs with high expectations, strong content knowledge, culturally responsive pedagogy, and engaging, rigorous instruction. This leader must ensure students learn to read, write, think critically, and communicate effectively in one or more languages while also ensuring emergent bilingual students receive the supports necessary to achieve at high levels.

You must possess the commitment, urgency, and system leadership skills needed to build and sustain high-quality teaching and learning in Language and Literacy, ensure compliance with all bilingual, ESL, and migrant program requirements, and lead adaptive change in a fast-paced, evolving educational environment.

WHY LA JOYA ISD

You will be joining a district that is building on a legacy of achievement while rapidly improving and creating systems to reach new heights for student outcomes. You will receive intentional, targeted support in your leadership journey and have access to the highest-quality, research-based resources and instructional materials. We are also a district focused on continuous improvement and rigorous analysis of where we need to grow and learn.

QUALIFICATIONS

Education/Certification:

• Master's degree required in Education, Educational Leadership, Curriculum and Instruction, Bilingual Education, Literacy, or related field
• Valid or eligible to receive Texas teaching certificate required (bilingual preferred)
• Valid or eligible to receive Texas Principal or Mid-Management Certification preferred
• Currently or eligible to become T-TESS certified preferred

Experience:

• Minimum of three years teaching experience required
• Minimum of three years experience as a central office leader or Principal preferred
• Demonstrated experience improving literacy, biliteracy, social studies, bilingual, dual language, ESL, and/or migrant student outcomes
• Experience leading districtwide instructional initiatives and supervising staff preferred

Special Knowledge and Skills

• 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
• Demonstrated impact in teaching students in read
• Deep knowledge of curriculum and instruction, including evidence-based literacy practices, the science of reading, biliteracy, dual language, ESL, migrant education, and social studies
• Expert knowledge in the Science of Reading
• Strong understanding of state and federal requirements related to bilingual education, ESL, emergent bilingual students, and migrant education
• Strong understanding of language acquisition, culturally responsive teaching, and differentiated instruction for multilingual learners
• Demonstrated success improving student outcomes in literacy and/or multilingual programming
• 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 evidence-based programs, curricular implementation, and assessment requirements in Texas public schools PK-12
• Exceptional interpersonal and communication skills (written and oral)
• Strong organizational and consultation skills
• Experience with diverse populations
• Bilingual (English/Spanish) preferred

MAJOR RESPONSIBILITIES AND DUTIES

Executive Leadership

1. Serve as a transformational leader working to create a best-in-class learning environment.
2. Set ambitious goals for literacy, biliteracy, social studies, bilingual, ESL, and migrant student achievement, monitor progress, and make adjustments as needed.
3. Participate in professional development and training to improve skills related to job assignment.
4. Foster collegiality and team building among all staff members, centrally and at campuses.
5. Provide for two-way communication with staff, students, parents, and community.
6. Demonstrate professional, ethical, and responsible behavior. Serve as a role model for all campus staff.
7. Develop and set annual performance objectives.
8. Delegate leadership responsibilities as appropriate, ensuring strong systems of monitoring, support, and feedback for campus staff.

System Leadership:

1. Lead the strategic vision and execution of literacy, social studies, bilingual, dual language, ESL, and migrant programs across the district.
2. Promote the expectation for high-level performance from staff and students and recognize excellence and achievement.
3. Lead the district vision for ensuring all students learn to read and write proficiently, including implementation of the science of reading and structured literacy practices.
4. Ensure high-quality instructional materials are selected and implemented with fidelity across all assigned content areas and programs.
5. Support schools in delivering research-based literacy instruction, culturally responsive pedagogy, biliteracy instruction, and strong social studies instruction.
6. Develop, lead, and refine district initiatives related to literacy interventions, disciplinary literacy, civic learning, historical thinking, biliteracy, emergent bilingual student supports, and migrant student services.
7. Ensure bilingual, ESL, and migrant programs are fully compliant with all state and federal requirements.
8. Oversee district systems related to LPAC, bilingual/ESL program implementation, migrant student identification and services, and required program documentation.
9. Analyze districtwide student performance data in literacy, social studies, bilingual education, ESL, and migrant programs to guide instructional improvements.
10. Build systems of support and accountability to ensure equitable access to grade-level content for all students, including emergent bilingual students and students receiving migrant services.
11. Support implementation of district priorities such as structured literacy, dual language instruction, biliteracy pathways, and content integration.
12. Develop campus leader capacity and support campus system-building to ensure students are reading on grade level and language acquisition goals are met.
13. Develop and monitor instructional and administrative processes to ensure that instructional practices are aligned to evidence-based practices and implemented with fidelity.
14. Provide timely, regularly scheduled updates to the Chief of Academics & School Leadership and/or their designee on compliance, progress, areas of concern, and other relevant matters, maintaining open lines of communication within the department.
15. Support campus leaders in analyzing data and developing action plans to improve teaching and learning.
16. Utilize campus data for corrective action leading to improvement, as well as for recognition of success.
17. Evaluate and adjust educational programs and approaches to ensure rapid student acceleration.
18. Disaggregate and interpret data in order to assist in developing appropriate next steps for campus improvement.

Professional Learning Community (PLC's)

1. Lead, implement, and support Professional Learning Communities (PLCs) that create positive relationships amongst campus teams.
2. Design and lead professional learning aligned to best practices in literacy, social studies, dual language, bilingual education, ESL, migrant services, and language acquisition.
3. Support campus leaders and teacher teams in using PLC structures to improve instructional planning, delivery, and assessment.
4. Ensure PLCs develop and improve campus leader and team capacity.

Effective Feedback

1. Provide coaching and meaningful feedback to campus leaders and staff with the intent of improving employee performance and impact.
2. Provide instructional and programmatic feedback to teachers, administrators, and staff based on observations, walk-throughs, data analysis, and stakeholder feedback.
3. Use data and observation trends to inform coaching priorities and professional development plans.

Culture & Climate

1. Create, cultivate and lead a culture of excellence, support, and community for all stakeholders.
2. Facilitate effective and timely resolution of conflicts.
3. Identify, analyze, and apply research findings (e.g., effective school correlates) to promote school improvement.
4. Follow all policies, practices, and procedures that create optimal learning conditions for students with special needs in alignment with IDEA.

Personnel Management

1. Select, train, supervise and evaluate all assigned staff fairly and in alignment with proper policies and procedures.
2. Ensure accurate documentation on any and all recommendations relative to assignment, retention, discipline and dismissal.
3. Observe employee performance, record observations, and conduct evaluation conferences with staff with the lens of both support and accountability for all employees.
4. Coach staff and help them identify and develop appropriate professional growth opportunities as well as accomplish improvement goals.
5. Assess and monitor staffing needs and collaborate with relevant district team members to address recruitment, hiring, and professional development needs of Special Education staff.

School or Community Relations

1. Articulate the mission and purpose of language and literacy to the community and solicit its support in realizing the mission.
2. Communicate with parents, families, and communities on a regular and consistent basis to ensure clear and consistent messaging to parents.
3. Demonstrate awareness of school and community needs and initiate activities to meet those needs using appropriate and effective techniques to encourage community and parent involvement.

Management of Fiscal, Administrative, and Facilities Functions

1. Ensure all employees follow proper protocols to maintain accurate records as required
2. Support campuses in completing all associated administrative duties and tasks in a timely manner
3. Compile, maintain, and file all reports, records, and other documents required including accurate and timely reports.
4. Develop budgets based upon documented Needs Assessments, estimated enrollment, personnel, and other entitlement funding streams; implement programs within budget limits; maintain fiscal control; accurately report fiscal information.
5. Provide guidance and support in the development, implementation, and oversight management of budgets equitably to support and maintain quality programs to maximize student achievement.
6. Comply with district policies, state and federal laws and regulations affecting schools.

Additional duties as assigned.


Supervisory Responsibilities

Assigned Staff

WORKING CONDITIONS

Physical Demands

Typical demands of an office environment, including extensive computer use and district-wide travel for meetings and events. Lifting and carrying of books, boxes, and audiovisual equipment, light (15-20 pounds), climbing, stretching, visual acuity, walking, pulling, bending, stooping, climbing stairs, reaching, pushing, sitting, kneeling, standing, and twisting, may be required to control behavior through physical restraint.


Work Environment


Primarily office-based with regular interaction with district staff, educators, students, families, and community members. Campus visits will be required as needed and as a part of ensuring program implementation with fidelity and monitoring of service delivery models. Attendance at evening or weekend events may be required. Occasional prolonged and irregular hours.

Reading, supporting instruction, demonstrating computer skills appropriate for assignment, effective communication and interpersonal skills, ability to work well with students, concentration (detailed work), interpretive skills (policy, procedure, dates), reasoning skills, understanding verbal instructions, analyzing, differentiating, memorizing, coordinating, compiling, and computing.

Mental Demands:

Work with frequent interruptions, maintain emotional control under stress.


POSITION WORKING DAYS

226 days

COMPENSATION

Based on the district's approved compensation plan.


The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities, and management reserves the right to revise the job description or require that other responsibilities be performed when the job changes. Additionally, the minimum level of education notated as a requirement could be supplemented by commensurate experience and/or certification(s) or license(s) as determined by the hiring manager.