Job Overview
The Instructional Support Administrator serves as a district-level administrator partnering directly with principals at identified campuses to accelerate instructional quality and student achievement. This results-driven leader builds campus capacity through intensive coaching, data-driven instruction cycles, and systematic improvement of Tier 1 teaching practices to help campuses meet or exceed state accountability standards.

Position Description

Essential Duties and Responsibilities

Data-Driven Instructional Leadership

• Support and monitor data meetings with principals, instructional liaisons, and teachers to analyze student performance, identify instructional gaps, and plan responsive next steps.
• Monitor classroom implementation of district recovery and intervention materials to ensure fidelity of use, alignment to standards, and responsiveness to student needs.
• Conduct instructional rounds and learning walks to assess rigor, engagement, and alignment between instruction and assessment and provide immediate, actionable feedback.
• Partner with principals to reinforce instructional non-negotiables such as lesson internalization, checks for understanding, academic discourse, and differentiation.
• Model and co-plan lessons that demonstrate effective Tier 1 instruction and differentiation for diverse learners.
• Support and monitor Professional Learning Teams (PLTs) to ensure pre-work, data discussions, and action steps are aligned to instructional priorities and result in measurable improvement.
• Ensure alignment between standards, assessments, and daily instruction.
• Coordinate targeted intervention and acceleration structures aligned to universal screeners, benchmark assessments, and common formative assessments.
• Support implementation of MTSS/RTI frameworks with fidelity. Support high-functioning PLTs by reinforcing protocols, agendas, and essential artifacts such as unit plans, exemplar student work, and error analysis.

Teacher & Leader Capacity Building

• Coach teachers, instructional coaches, and assistant principals through structured coaching cycles including pre-briefing, observation, targeted action steps, practice, and follow-up.
• Provide targeted coaching to liaisons and PLT facilitators to strengthen pre-work quality, data analysis, and follow-through on instructional actions.
• Deliver professional learning on effective use of recovery modules, data-driven reteach strategies, and standards-based planning.
• Calibrate observation and feedback practices with campus administrators to promote consistency and instructional coherence across classrooms.
• Facilitate professional development on standards-based planning, formative assessment, classroom management, and differentiation for English Learners and students with disabilities.

Systems, Monitoring & Accountability

• Maintain an instructional monitoring system tracking recovery-module fidelity, observation trends, and progress toward campus improvement goals.
• Support data and recovery review processes following assessments and document instructional impact using student work, trend analyses, and classroom evidence.
• Prepare concise progress reports summarizing patterns, coaching themes, and next steps for campus and district leadership.
• Support compliance with federal and state instructional requirements including ESSA, IDEA, etc.
• Monitor campus assessment calendars, common assessments, and item banks for alignment and fidelity and support item analysis and reteach planning.
• Support implementation of Campus Improvement Plan instructional strategies by documenting evidence of impact and adjusting supports as needed.

Culture & Campus Climate

• Partner with principals to cultivate a safe, orderly, and inclusive learning environment with high expectations for all students. Reinforce systems that maximize instructional time through consistent intervention, recovery routines, and effective classroom structures.
• Promote a culture where fidelity monitoring, coaching, and feedback are seen as tools for growth and continuous improvement.
• Collaborate on strategies to improve student attendance, on-track metrics, and positive behavior supports that contribute to instructional success.

District Collaboration & Support

• Collaborate with district departments including Teaching & Learning, Organizational Development, Multilingual Programs, Assessment & Accountability, and Special Education to ensure coordinated instructional support.
• Provide actionable feedback to district liaisons and facilitators to strengthen instructional resources, pacing, and alignment of professional learning to classroom implementation.
• Maintain a visible presence on supported campuses through regular classroom visits, coaching cycles, and participation in data meetings.
• Travel regularly among assigned campuses and maintain a flexible schedule to support before- and after-school professional learning.
• Perform other duties as assigned to support district goals and accelerate student achievement.

Supervisory Responsibilities

• Conduct performance appraisals of assigned staff

Qualification Requirements

To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.

• Master's degree in Educational Leadership or related field, required
• Valid Texas Mid-Management or Principal Certification, required
• T-TESS Appraiser, required
• Minimum of 5 years exemplary classroom teaching
• Minimum of 3 years assistant principal, dean of instruction, or principal with documented student achievement gains, preferably in high-need or turnaround settings
• Proven track record leading Professional Learning Communities (PLCs), coaching instructional staff, and implementing Multi-Tiered Systems of Support (MTSS/RTI)
• Expert knowledge of Texas Essential Knowledge and Skills (TEKS), STAAR assessments, T-TESS evaluation system, and state accountability measures
• Strong skills in: observation and feedback cycles, standards-based lesson planning and internalization, analyzing formative/summative data to identify root causes and drive action, facilitating adult learning and leading change management, progress monitoring and instructional interventions
• Exceptional communication and relationship-building abilities with diverse stakeholders
• Highly organized with ability to manage multiple campuses simultaneously and balance competing priorities

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.

The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.

Additional Information

• Regular travel required
• Flexible hours including occasional early morning and evening commitments
• Physical demands: walking campuses, standing during observations, occasional lifting of instructional materials