Director - Literacy

Director - Literacy
Position ID: 7378
Position Type: Leading District Professional/ Director
Date Posted: 5/12/2026
Location: Teaching & Learning Center
Department: School Leadership
Reports to: Executive Director, Literacy and Bilingual Programs
Pay Grade: 309
Days: 239 Days
Salary Range: $118,479 - $142,748
FSLA Status: Exempt

Leads the design, implementation, and continuous improvement of a coherent PK–12 literacy system anchored in high-quality instructional materials and the district's instructional framework. This role ensures that literacy instruction across all grade levels is rigorous, standards‑aligned, and consistently executed, with strong lesson internalization and the use of common assessments and Demonstrations of Learning (DOLs) to drive instructional response. The Director ensures the design, writing, and refinement of high-quality lessons and instructional resources that enable teachers to deeply internalize content and deliver instruction effectively.

Supervises literacy coordinators and holds responsibility for aligning curriculum, instruction, assessment, and professional learning into a unified system—eliminating fragmentation and ensuring all students, including emergent bilinguals and students with disabilities, access grade‑level content with appropriate scaffolds that maintain rigor. Ensures aligned assessment systems, instructional resources, and professional learning are in place to support effective lesson delivery and instructional response, and that campuses are equipped with the tools and clarity needed to implement with fidelity.

ESSENTIAL JOB FUNCTIONS

Leads the design and implementation of districtwide literacy curriculum and common assessments for PK–12, grounded in high-quality instructional materials (HQIM) and evidence-based literacy practices.

Ensures all lessons and instructional resources are tightly aligned to HQIM, reflect best-in-class literacy practices, and are built for strong Tier 1 instruction for all students.

Ensures instructional coherence across all grade levels through consistent use of HQIM, aligned lesson design, and the District's Instructional Framework.

Guides the design, writing, and refinement of HQIM-aligned lessons and instructional resources that drive deep teacher internalization and effective, rigorous lesson delivery.

Ensures scaffolds are intentionally designed and embedded within HQIM-aligned lessons to increase access for all students—including emergent bilinguals and students with disabilities—without reducing rigor.

Supervises, coaches, and evaluates literacy coordinators, ensuring a high‑performance culture through clear expectations, strong performance management, and accountability for quality, timelines, and impact.

Ensures coordinators are aligned to HQIM implementation, curriculum design, and instructional priorities, and are producing high-quality outputs that drive teacher and student outcomes.

Collaborates across Curriculum & Instruction, School Leadership, and other departments to ensure HQIM, literacy priorities, and instructional supports are aligned into a unified system.

Ensures professional learning is tightly aligned to HQIM, the District's Instructional Framework, and literacy priorities, directly supporting effective 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 PK–12.

Designs and implements assessment systems, including common assessments and Demonstrations of Learning (DOLs), aligned to HQIM and grade‑level standards to measure mastery and inform instructional refinement.

Analyzes instructional and program data to evaluate progress toward goals and identify areas for improvement in HQIM implementation, lesson quality, and student outcomes.

Monitors the overall impact of literacy initiatives, ensuring alignment to district goals and measurable outcomes.

Shares progress reports and ensures the development of aligned action steps to address identified needs.

Supports the implementation of extended learning opportunities in collaboration with district personnel and community partners, aligned to literacy priorities and HQIM.

Maintains a flexible work schedule to meet the demands of the role, including regular campus visits, professional learning sessions, and occasional evenings or weekends to support district priorities and ensure high-quality implementation.

SUPERVISORY RESPONSIBILITIES

Selects, trains, supervises, and evaluates coordinators and support staff, and makes recommendations relative to assignment, retention, discipline, and dismissal.

PERSONAL WORK RELATIONSHIPS

Maintains 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 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 AND ABILITIES

Deep knowledge of PK–12 literacy instruction, including foundational and secondary literacy, and the design of coherent, grade‑level systems.

Knowledge of best‑in‑class literacy practices that accelerate student outcomes at scale, and the ability to translate those practices into curriculum, instruction, and assessment.

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 effective instructional practices for diverse learners, including emergent bilingual students and students with disabilities, within Tier 1 settings.

Skill in designing and aligning curriculum, instruction, and assessment into a coherent PK–12 system.

Skill in leading large‑scale instructional initiatives, including HQIM implementation and curriculum development.

Skill in building and managing high-performing teams, including establishing clear expectations, driving a high-performance culture, and executing strong performance management.

Skill in developing high-quality instructional resources that enable strong teacher internalization and effective lesson delivery.

Skill in using qualitative and quantitative data to drive decisions, improve instruction, and monitor impact on student outcomes.

Skill in collaborating across departments to ensure alignment, coherence, and effective execution of district priorities.

Strong written and verbal communication skills, with the ability to influence and align stakeholders at all levels of the organization.

Ability to translate strategy into clear, executable systems that improve classroom instruction and student outcomes.

Ability to manage complexity across multiple workstreams while maintaining focus, coherence, and quality.

Ability to lead through both direct and indirect authority to drive alignment and results.

Ability to analyze student outcome data, identify trends, and communicate clear, actionable insights.

Ability to plan, prioritize, and execute work in a fast‑paced environment with competing demands.

Ability to build strong working relationships across departments, campuses, and the broader community.

Ability to maintain high standards of professionalism, accountability, and continuous improvement.

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 computer and peripherals.

Posture: Prolonged sitting; 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; may require 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:

Bachelor's degree required.

Major in Education, Literacy, or content related field preferred.

Certificate/License:

Valid Texas Teaching Certification in the area of English/Language Arts and Reading preferred.

Experience:

Minimum of 5 years of progressively responsible experience in education, including a combination of classroom, campus, district, or related leadership roles.

At least 3 years of successful classroom teaching experience in English/Language Arts and Reading, with a verifiable track record of driving strong student outcomes.

At least 2 years of instructional leadership experience at the campus or central office level.

Demonstrated, verifiable track record of driving measurable improvements in student achievement in school and/or district central office settings within the past 5 years required.

Experience in curriculum design and implementation of high-quality instructional materials (HQIM) required at campus and/or district level preferred.

Experience leading instructional work across multiple schools or teams, including managing through indirect authority, preferred.

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