Fort Worth Independent School District
Director – Multi-Tiered Systems of Support (MTSS)
Fort Worth Independent School District, Fort Worth, Texas, United States, 76102
JobID: 6736
Position Type:Leading District Professional/Director
Date Posted:10/31/2024
Location:SSS SPECIAL PROGRAMS
Closing Date:11/14/2024
Director – Multi-Tiered Systems of Support (MTSS)
Reports to: Executive Director – Specialized LearningPC #: 5210-5Grade 307239 DaysSalary: $101,054 - $121,751FLSA Status: Exempt
Position PurposeLead and oversee the development of a district-wide Multi-tiered Systems of Support (MTSS) program that aligns with the district goals and overall strategic direction for FWISD schools. Provides leadership in the development, implementation, and evaluation of MTSS programming.
ESSENTIAL JOB FUNCTIONS
Oversees the development, delivery, and implementation of MTSS programs that are aligned to District goals and support student achievement.
Directs and manages the MTSS initiative. Works with leadership and cross-functional teams in the planning, development, and implementation of MTSS. Monitors and tracks ongoing progress and collaborates with internal and external evaluators to evaluate the effectiveness of the program.
Provides guidance to district leaders and campus administrators to ensure that research-based MTSS strategies, interventions, and systems are in place to support student achievement.
Ensures that the necessary time, resources, materials, and technology to support program goals are allocated appropriately to schools.
Develops professional learning and provides ongoing coaching for leadership teams, staff, and teachers, on the MTSS framework and research-based practices for tiered intervention.
Implements an MTSS intervention management system and partners with school staff to ensure effective data collection, data analysis, and program evaluation and efficacy.
Compiles, maintains, and files all reports, records, and other documents required.
Maintains a current inventory of supplies and equipment and recommends the replacement and disposal of equipment when necessary.
Establishes and maintains a professional relationship and open communication with principals, teachers, staff, parents, area shelters, and community members.
Demonstrates awareness of district-community needs and initiates activities to meet those needs.
Uses appropriate and effective techniques to encourage community and parent involvement.
Attends principal and other meetings needed to remain informed and advocates for full integration of special populations in District initiatives.
Remains current on a variety of educational issues and topics through active participation in local, state, and national professional organizations; utilizes research and best practice literature to assess program effectiveness.
Supervisory Responsibilities
Selects, trains, supervises, and evaluates support staff.
Personal Work Relationships
All Fort Worth ISD employees must maintain 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 to 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
Knowledge of MTSS framework, positive behavior interventions and supports (PBIS), response to intervention (RTI), social-emotional learning (SEL), restorative practices, trauma-informed practices, and family engagement.
Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
Knowledge of leadership and innovation for enhancing teaching and learning through the identification, evaluation, adoption, and integration of effective educational innovations into the curriculum.
Knowledge of the individual needs of special needs students
Knowledge of best practices in administration, program evaluation and staff supervision.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education, special education, individuals with disabilities, and so forth.
Knowledge of budget control methods, policies, and procedures.
Skill in monitoring/assessing the performance of self, other individuals, or organizations to make improvements or take corrective action.
Skill in public relations, organizational development, communications, and interpersonal relations.
Skill in using qualitative and quantitative data to make decisions about teaching and learning, including student and teacher assessments.
Ability to aggregate and analyze student outcome data, gaining insights and communicating those insights to instructional coaches and leadership.
Ability to understand, interpret, and apply rules, policies and procedures relating to District operations.
Ability to direct the on-going instructional programs for the District, providing for innovative programs and modifications to improve the quality of instruction.
Ability to plan, organize and coordinate projects, work and training related to the implementation and supervision of the K-12 instructional programs for the District.
Ability to communicate with all levels of special needs students and their parents.
Ability to communicate effectively, both oral and written forms.
Ability to use computer network system and software applications as needed.
Ability to organize multiple tasks and conflicting time constraints.
Ability to engage in self-evaluation with regard to leadership, performance and professional growth.
Ability to establish and maintain cooperative working relationships with students, staff, parents, community, and others contacted in the course of work.
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:
Master’s degree from accredited college or university in Education or a related field.
Certificate/License:
Valid Texas Mid-Management or Principal Certification.
Experience:
5 years’ experience required in the following areas:
3 years’ teaching required (no preference of grade level)
2 years’ leadership required (non-classroom) at a campus or central office level.
This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
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Position Type:Leading District Professional/Director
Date Posted:10/31/2024
Location:SSS SPECIAL PROGRAMS
Closing Date:11/14/2024
Director – Multi-Tiered Systems of Support (MTSS)
Reports to: Executive Director – Specialized LearningPC #: 5210-5Grade 307239 DaysSalary: $101,054 - $121,751FLSA Status: Exempt
Position PurposeLead and oversee the development of a district-wide Multi-tiered Systems of Support (MTSS) program that aligns with the district goals and overall strategic direction for FWISD schools. Provides leadership in the development, implementation, and evaluation of MTSS programming.
ESSENTIAL JOB FUNCTIONS
Oversees the development, delivery, and implementation of MTSS programs that are aligned to District goals and support student achievement.
Directs and manages the MTSS initiative. Works with leadership and cross-functional teams in the planning, development, and implementation of MTSS. Monitors and tracks ongoing progress and collaborates with internal and external evaluators to evaluate the effectiveness of the program.
Provides guidance to district leaders and campus administrators to ensure that research-based MTSS strategies, interventions, and systems are in place to support student achievement.
Ensures that the necessary time, resources, materials, and technology to support program goals are allocated appropriately to schools.
Develops professional learning and provides ongoing coaching for leadership teams, staff, and teachers, on the MTSS framework and research-based practices for tiered intervention.
Implements an MTSS intervention management system and partners with school staff to ensure effective data collection, data analysis, and program evaluation and efficacy.
Compiles, maintains, and files all reports, records, and other documents required.
Maintains a current inventory of supplies and equipment and recommends the replacement and disposal of equipment when necessary.
Establishes and maintains a professional relationship and open communication with principals, teachers, staff, parents, area shelters, and community members.
Demonstrates awareness of district-community needs and initiates activities to meet those needs.
Uses appropriate and effective techniques to encourage community and parent involvement.
Attends principal and other meetings needed to remain informed and advocates for full integration of special populations in District initiatives.
Remains current on a variety of educational issues and topics through active participation in local, state, and national professional organizations; utilizes research and best practice literature to assess program effectiveness.
Supervisory Responsibilities
Selects, trains, supervises, and evaluates support staff.
Personal Work Relationships
All Fort Worth ISD employees must maintain 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 to 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
Knowledge of MTSS framework, positive behavior interventions and supports (PBIS), response to intervention (RTI), social-emotional learning (SEL), restorative practices, trauma-informed practices, and family engagement.
Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
Knowledge of leadership and innovation for enhancing teaching and learning through the identification, evaluation, adoption, and integration of effective educational innovations into the curriculum.
Knowledge of the individual needs of special needs students
Knowledge of best practices in administration, program evaluation and staff supervision.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of applicable federal and state laws regarding education, special education, individuals with disabilities, and so forth.
Knowledge of budget control methods, policies, and procedures.
Skill in monitoring/assessing the performance of self, other individuals, or organizations to make improvements or take corrective action.
Skill in public relations, organizational development, communications, and interpersonal relations.
Skill in using qualitative and quantitative data to make decisions about teaching and learning, including student and teacher assessments.
Ability to aggregate and analyze student outcome data, gaining insights and communicating those insights to instructional coaches and leadership.
Ability to understand, interpret, and apply rules, policies and procedures relating to District operations.
Ability to direct the on-going instructional programs for the District, providing for innovative programs and modifications to improve the quality of instruction.
Ability to plan, organize and coordinate projects, work and training related to the implementation and supervision of the K-12 instructional programs for the District.
Ability to communicate with all levels of special needs students and their parents.
Ability to communicate effectively, both oral and written forms.
Ability to use computer network system and software applications as needed.
Ability to organize multiple tasks and conflicting time constraints.
Ability to engage in self-evaluation with regard to leadership, performance and professional growth.
Ability to establish and maintain cooperative working relationships with students, staff, parents, community, and others contacted in the course of work.
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:
Master’s degree from accredited college or university in Education or a related field.
Certificate/License:
Valid Texas Mid-Management or Principal Certification.
Experience:
5 years’ experience required in the following areas:
3 years’ teaching required (no preference of grade level)
2 years’ leadership required (non-classroom) at a campus or central office level.
This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
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