Executive Director of Support

CONNALLY INDEPENDENT SCHOOL DISTRICT JOB TITLE: Executive Director of Support WAGE/HOUR: Exempt/Professional REPORTS TO: Chief Education Officer PAY GRADE: 9 / $113,642 - $138,642 DEPARTMENT: Central Office DAYS: 226 ROLE AND PURPOSE: The Executive Director of Support leads a portfolio-based system of campus support to ensure every student has access to rigorous, standards-aligned instruction and every campus improves year over year. Reporting to the Chief Education Officer, this role directly coaches principals, monitors instructional fidelity, drives school improvement, and coordinates central office supports across assigned campuses. The Executive Director of Support is accountable for translating district strategy into strong campus execution, with an unwavering commitment to educational equity and improved student outcomes. QUALIFICATIONS: Education/Certification: Bachelor's degree from an accredited college or university in Education or a related field is required. Master's degree in Curriculum and Instruction, Educational Leadership, or a related field is preferred. Valid Texas teacher certification is preferred. Valid Texas administrator certification (Principal as Instructional Leader or equivalent) is preferred. Experience: Minimum of five (5) years of successful experience in instructional leadership roles, with demonstrated impact on student outcomes at the campus and/or district level. Demonstrated experience coaching principals or campus leadership teams and driving improvement across multiple campuses is preferred. Demonstrated expertise in curriculum implementation, instructional coaching, data-driven continuous improvement, and school improvement planning. Demonstrated ability to lead and manage people, budgets, and complex multi-campus initiatives. Other Requirements: Strong communication, interpersonal, and collaboration skills. Ability to build trust, lead difficult conversations, and hold adults accountable for student outcomes. Ability to establish and maintain effective working relationships, both internal and external to the district. SPECIAL KNOWLEDGE/SKILLS: Strong knowledge of TEKS, Texas assessment and accountability systems, district and campus improvement planning processes, and research-based instructional practices. Strong knowledge of principal coaching, observation and feedback routines, Professional Learning Communities (PLCs), lesson internalization, and data-driven instruction. Ability to monitor implementation fidelity and translate complex academic and accountability data into clear, actionable next steps for campus leaders. Commitment to equity and improving outcomes for historically underserved student populations. Experience leading school improvement or turnaround efforts and supporting campuses identified for improvement is preferred. Experience with instructional materials adoption, district-wide professional learning systems, and implementation monitoring is preferred. Bilingual skills preferred. MAJOR RESPONSIBILITIES AND DUTIES: I. CAMPUS PERFORMANCE LEADERSHIP: Lead a portfolio of campuses and serve as the primary district leader responsible for supporting principals to improve instructional quality and campus performance. Coach principals and campus leadership teams on goal setting, instructional leadership, school culture, and execution of district priorities. Monitor campus progress through regular school visits, observation of instruction, review of student outcomes, and follow-up on action steps. Ensure assigned campuses implement district expectations with urgency, consistency, and a clear focus on student achievement. II. INSTRUCTIONAL LEADERSHIP AND SUPPORT: Support the implementation of rigorous, standards-aligned curriculum and high-quality instructional materials across assigned campuses. Partner with principals to strengthen observation and feedback routines, PLC implementation, lesson internalization, intervention planning, and data-driven instruction. Identify gaps in instructional execution and coordinate differentiated supports to improve classroom practice. Model district expectations through personal leadership, actively support district goals, and uphold the Professional Code of Ethics and Standard Practices for Texas Educators. III. SCHOOL IMPROVEMENT PLANNING: Support the development, impl