Executive Director of School Supports, Teacher Growth, and Leadership
MINIMUM QUALIFICATIONS:
1. Master’s degree with a major in Educational Leadership, Educational Administration, Curriculum
and Instruction, or related field.
2. Valid Alabama certification in Educational Leadership, School Principal, Professional School
Principal, Administration and Supervision, or equivalent certification.
3. Successful teaching experience and a minimum of ten (10) years of administrative experience in
public education, including successful campus-level leadership experience.
4. Demonstrated expertise in instructional leadership, principal coaching, teacher development, and
school improvement.
5. Experience leading professional learning, evaluating instructional effectiveness, and using student
performance data to drive improvement.
6. Must meet background clearance requirements as specified by Alabama statutes and State Board
of Education regulations.
SALARY LEVEL : $131,000.00 annual salary (12 month)
FSLA: Exempt
REPORTS TO : Superintendent
TERMS OF EMPLOYMENT: Salary and benefits shall be paid consistent with the system’s approved
compensation plan. Length of the work year and hours of employment shall be those established by
the system
POSITION CLASSIFICATIONS: School Based: 85%, Central Office Based: 15%
SUMMARY: The Executive Director of School Supports, Teacher Growth, and Leadership serves as
a school-embedded executive leader responsible for supporting principals, assistant principals, and
schools in improving teaching, learning, leadership capacity, school culture, and student outcomes
across Dothan City Schools. This position serves as the district’s principal lead, providing support
and supervision. The Executive Director provides direct support to schools through regular campus
visits, instructional walkthroughs, leadership coaching, data analysis, and strategic problem-solving.
The Executive Director will work collaboratively with school leaders and district departments to
strengthen instructional practices, support teacher growth, improve school operations, and ensure
alignment with district priorities, state requirements, and continuous improvement efforts.
REQUIRED DUTIES AND RESPONSIBILITIES (may include, but not be limited to):
1. Serve as the Dothan City Schools principal supervisor for all principals and assistant
principals, ensuring evaluation processes are meaningful, growth-oriented, aligned to district
expectations, and completed with fidelity.
2. Work with the Superintendent to develop and implement executive coaching and support plans for
Dothan City Schools principals and assistant principals. Areas of focus include: instructional
leadership, school culture, student discipline, operational effectiveness, and continuous improvement.
3. Make recommendations to the Superintendent on Dothan City Schools principal and assistant
principal summative evaluations.
4. Manage and oversee the APLDS platform for administrators, including evaluation timelines,
documentation, professional growth plans, observation feedback, calibration, and compliance
monitoring.
5. Maintain a highly school-embedded presence by conducting regular campus visits, instructional
walkthroughs, leadership meetings, and coaching sessions focused on improving teaching and
learning.
6. Support teacher growth by partnering with school leaders to strengthen instructional coaching
systems, professional learning communities, feedback cycles, and classroom observation practices.
7. Develop and support job-embedded professional learning opportunities for teachers and
administrators aligned to district priorities, student achievement data, and identified instructional
needs.
8. Facilitate leadership development structures for aspiring leaders, assistant principals, instructional
coaches, and teacher leaders to build district leadership capacity.
9. Support schools in implementing evidence-based instructional practices, progress monitoring
systems, intervention supports, and data-informed decision making.
10. Collaborate with principals to analyze student achievement, attendance, discipline, and climate
data to identify trends and implement targeted school improvement strategies.
11. Assist schools in developing and monitoring school improvement plans, leadership action plans,
and teacher support structures.
12. Support principals in building strong systems for teacher observation, feedback, mentoring, and
retention.
13. Lead calibration and consistency efforts related to instructional observations, leadership
expectations, and evaluation practices across the district.
14. Coordinate supports related to student behavior, attendance, school climate, and parent
engagement in collaboration with district departments.
15. Oversee enrollment processes, including school choice and CHOOSE Act requirements.
16. Serve as a member of the district-wide crisis response team.
17. Administer and support implementation of the district’s Code of Conduct and related student
support processes.
18. Supervise, support, and evaluate assigned departments and personnel as designated by the
Superintendent.
19. Promote collaboration across schools and departments to ensure aligned systems of support for
students, teachers, and school leaders.
20. Remain current on research, best practices, state guidance, and emerging trends related to
instructional leadership, school improvement, teacher development, and leadership coaching.
21. Perform other duties as assigned by the Superintendent.
Teacher Growth and Leadership Support Practices
Consistent with high-performing instructional leadership models used in school systems nationwide,
this position will prioritize the following practices to strengthen teacher growth and leadership
development:
1. Job-Embedded Coaching and Feedback: Provide frequent classroom-focused support through
instructional walkthroughs, reflective feedback conversations, and leadership coaching cycles that
improve classroom practice and instructional consistency.
2. Data-Driven Professional Learning: Use student achievement data, formative assessment results,
walkthrough trends, and teacher support needs to design targeted professional learning and
differentiated supports.
3. Professional Learning Communities and Collaborative Inquiry: Support principals and school
leadership teams in developing effective PLC structures focused on student learning, instructional
planning, intervention strategies, and teacher collaboration.
4. Leadership Pipeline Development: Identify, mentor, and develop aspiring teacher leaders,
instructional coaches, assistant principals, and future administrators through coaching, leadership
opportunities, and succession planning.
REQUIRED KNOWLEDGE SKILLS AND ABILITIES:
1. Extensive knowledge of effective instructional practices, school improvement processes,
leadership coaching, and educator evaluation systems.
2. Knowledge of federal, state, and local laws, policies, procedures, and practices related to public
education.
3. Ability to build strong professional relationships and credibility with principals, teachers, district
leaders, and community stakeholders.
4. Extensive knowledge of APLDS platform.
5. Strong organizational and project management skills with the ability to manage multiple priorities
and district initiatives.
6. Ability to analyze and interpret academic, operational, and climate data to support continuous
improvement.
7. Ability to provide clear, actionable, and growth-oriented feedback to school leaders and staff.
8. Knowledge of teacher growth systems, professional learning structures, and adult learning theory.
9. Ability to communicate effectively both orally and in writing.
10.Proficiency with Microsoft Office, Google platforms, evaluation systems, and educational
technology platforms including APLDS.
11.Ability to work effectively in a fast-paced, high-accountability educational environment.
EVALUATION:
Performance of this job will be evaluated in accordance with the provisions of the Board’s policy on
evaluation of personnel.
SOURCE: Dothan City Schools, Dothan, Alabama
