IRVING INDEPENDENT SCHOOL DISTRICT
EXECUTIVE DIRECTOR OF PK-12 SCHOOLS JOB DESCRIPTION
JOB TITLE : Executive Director of PK-12 School
REPORTS TO: Deputy Superintendent of Leadership and Learning
CALENDAR :230
PAY GRADE: Admin 09
DEPARTMENT: School Leadership
WAGE/HOUR STATUS: Exempt
DATE REVISED : July 2026
This position is eligible for a Chapter 21 Contract
PRIMARY PURPOSE:
Provide districtwide leadership, coaching, supervision, and operational support for assigned PK-12 schools to ensure high levels of student learning, effective school operations, and consistent implementation of district priorities. Coordinate and support the overall instructional, organizational, student support, and community engagement systems of assigned campuses. Supervise, evaluate, and develop campus principals through a comprehensive system of performance feedback, data analysis, school improvement planning, and professional learning. Collaborate with central office departments to align resources, instructional support, compliance requirements, staffing, budgets, and school support systems to the needs of campuses. Ensure implementation of state law, State Board of Education rules, Board policy, administrative procedures, principal evaluation systems, conflict resolution processes, and campus budgets.
QUALIFICATIONS:
Minimum Education/Certification:
Master’s degree; doctorate preferred
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Valid Texas mid-management administrator certification, principal certificate, or equivalent-
Valid Texas teaching certification
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Special Knowledge/Skills:
Knowledge of PK-12 curriculum, instruction, assessment, and school operations
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Knowledge of practices for principal growth, coaching, mentoring, and leadership development-
Knowledge of Texas Accountability System, graduation requirements, early childhood/elementary/secondary programs, and school improvement processes-
Knowledge of laws, rules, procedures, compliance requirements, and board policies related to the operation of Texas public schools-
Ability to analyze formative and summative assessment data and develop improvement strategies that increase performance for students, programs, and schools-
Ability to organize, implement, monitor, and evaluate plans that result in desired outcomes for students and staff-
Ability to exercise sound judgment, resolve conflict, communicate effectively, and provide constructive feedback that improves performance-
Knowledge and effective use of technology for instructional leadership, communication, data analysis, and administrative functions-
Excellent communication, public relations, collaboration, and interpersonal skills
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MINIMUM EXPERIENCE:
At least three (3) years of successful teaching experience.
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At least three (3) years of successful administrative experience as a campus principal; PK-12 leadership experience preferred.-
Experience mentoring, coaching, and developing campus leaders preferred.-
Central office and/or multi-campus supervisory experience preferred.
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MAJOR RESPONSIBILITIES AND DUTIES:
School/Community Relations
Articulate the district’s mission, vision, goals, and priorities to campus communities and solicit support in realizing the mission.
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Know and respect the district’s and community’s diverse needs and set expectations that support equitable access, high-quality learning, and positive school experiences for all students.
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Encourage and support principals in expanding effective family and community engagement strategies.-
Promote a positive image of the district and maintain positive working relationships with students, families, staff, community members, business partners, and civic organizations.-
Support campus leaders in addressing sensitive parent, student, staff, and community concerns in a timely, professional, and solution-oriented manner.
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Instructional Leadership and School Improvement
Lead assigned PK-12 principals in formulating, implementing, monitoring, and continuously improving effective instructional programs that meet the needs of all students.
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Analyze formative, summative, benchmark, accountability, attendance, discipline, graduation, CCMR, and other student outcome data to evaluate and improve campus programs and services.-
Guide principals in developing campus improvement plans aligned to district goals, the District Improvement Plan, and strategic priorities.-
Monitor implementation of professional learning communities, data meetings, intervention systems, and instructional leadership practices that strengthen teaching and learning.-
Promote early intervention, acceleration, enrichment, dropout prevention, credit recovery, and transition supports aligned to the needs of students across grade levels.-
Provide leadership for planning, implementing, and facilitating principal meetings, principal professional learning, and campus leadership development activities.-
Motivate and support principals in implementing innovative, research-based instructional strategies and programs that increase student engagement and achievement.-
Coordinate with Teaching and Learning, Student Support Services, Special Education, Multilingual Services, Assessment, Technology, and other departments to align targeted support to campus needs.-
Use a continuous improvement model to monitor progress, address barriers, and ensure follow-through on campus and district priorities.
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School/Organizational Climate
Promote high expectations for performance, positive staff morale, and a culture of collective responsibility among campus administrators, teachers, support staff, and central office personnel.
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Exhibit honesty, integrity, dependability, competence, professionalism, and ethical leadership in the performance of duties and responsibilities.-
Work effectively with principals, teachers, central office staff, families, and community members to anticipate, manage, and resolve conflict.-
Demonstrate and reinforce a strong commitment to the success of all students in the district’s diverse community.-
Encourage and assist principals in developing effective organizational structures, leadership teams, systems of communication, and campus routines that support school success.
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Personnel Management and Leadership Development
Assume appropriate leadership in interviewing and recommending employment of principals and other campus administrators as assigned.
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Recommend, in cooperation with the administrative team, the retention, transfer, reassignment, or dismissal of assigned principals and campus administrators as part of the evaluation process.-
Define and communicate expectations for principal performance aligned to district leadership standards and student outcome goals.-
Supervise, coach, evaluate, and provide timely feedback to assigned principals to improve leadership practice and school performance.-
Develop systems of support for new principals, aspiring principals, assistant principals, associate principals, administrative liaisons, and other emerging campus leaders.-
Conference regularly with assigned staff to discuss performance, develop improvement goals, and identify professional development and training opportunities.
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Administration, Fiscal, and Facilities Management
Assist with campus budget development to ensure resources are aligned to district goals, campus needs, student achievement data, enrollment, staffing projections, and other fiscal considerations.
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Comply with all district, state, and federal regulations and procedures regarding fiscal management, campus operations, and program implementation.-
Assist principals in designing and managing schedules, staffing plans, use of facilities, and school operational systems that maximize learning time and student access to programs.-
Initiate, review, and monitor reports as needed for management of budgets, grants, equipment, facilities, campus operations, and student support systems within assigned responsibilities.-
Collaborate with relevant central office departments to seek grants and other funding sources when aligned to school improvement priorities.
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Student Management and Support Systems
Assist principals in determining appropriate placement and support for students in compliance with district and state guidelines.
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Guide principals in implementing student management systems that encourage positive student behavior, safe schools, consistent expectations, and supportive campus climates.-
Monitor the Student Code of Conduct to ensure consistent and fair administration across campuses.-
Oversee and support development and annual review of student handbooks and campus procedures as assigned.-
Provide leadership for orientation and transition programs across PK-12 grade spans, including early childhood to elementary, elementary to middle, middle to high school, and postsecondary transitions.-
Review discipline, attendance, engagement, intervention, graduation, and placement data to assist principals in developing effective student support plans.
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Professional Growth and Development
Use information from assessment instruments, appraisal processes, student outcome data, and stakeholder input to improve job performance.
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Attend professional development activities and apply new learning to improve job performance and district leadership systems.-
Read current educational research, professional journals, and other relevant materials and apply learning to enhance instructional leadership and school support.-
Provide leadership in addressing current educational issues and communicating implications for campus practice.-
Model effective use of technology in meetings, trainings, communication, data analysis, and leadership practice.-
Practice professional ethics according to local and state codes.
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SUPERVISORY RESPONSIBILITIES:
Supervise, support, coach, and evaluate assigned PK-12 school principals and assigned school leadership staff. Supervisory assignments may include elementary, middle, high, alternative, early childhood, and/or specialty campus leaders based on district needs. This position may also coordinate with principal mentors/coaches, administrative assistants, and other school support personnel as assigned.
WORKING CONDITIONS:
Mental/Emotional Demands: Maintain emotional control and exercise reasoning, judgment, and problem-solving skills while under stress. Respond to emergency situations and think clearly. Communicate effectively verbally and in writing. Interpret procedures and analyze data for decision-making. Manage frequent interruptions and multiple priorities.
Physical Demands/Environmental Factors: Frequent in-district travel and occasional in-state or national travel. Occasional prolonged and irregular hours, including evenings and weekends. Prolonged sitting and computer use; occasional walking, standing, lifting, and/or moving items up to 20–25 pounds. May be exposed to outdoor climate conditions during campus or district events.
Safety: Contribute to the prevention of accidents and injuries by observing safety rules and district policy, practicing principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidents immediately to supervisor, and being proactive in ongoing efforts to improve and maintain workplace safety.
Equipment and Software Used:
Computer/laptop, phone, Microsoft 365 applications, district student information and assessment systems, presentation and collaboration tools, data dashboards, and other district-approved instructional and administrative applications. Use of a personal vehicle may be required for in-district travel.
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA), and the foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
This is an in-person position. Work from home is not allowed unless approved by the Superintendent.
This document describes the general purpose and responsibilities assigned to this job. It is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
