IRVING INDEPENDENT SCHOOL DISTRICT

K-12 LITERACY & SOCIAL STUDIES DIRECTOR

Job Description

JOB TITLE: K-12 Literacy & Social Studies Director

WAGE/HOUR STATUS: Exempt

REPORTS TO: Executive Director of Curriculum and Instruction

PAY GRADE: 7 (230 Days)

DEPARTMENT: Curriculum and Instruction

DATE REVISED: June 2026

Primary Purpose

Leads the design, implementation, and continuous improvement of a coherent K–12 Literacy and Social Studies system anchored in the Science of Reading, high-quality instructional materials (HQIM), and the district’s instructional framework. This role ensures that literacy instruction across all grade levels is rigorous, standards-aligned, and consistently executed, with strong lesson internalization and the use of common assessments and Demonstrations of Learning (DOLs) to drive instructional response. The Director ensures the design, writing, and refinement of high-quality lessons and instructional resources that enable teachers to deeply internalize content and deliver explicit, structured literacy instruction effectively.

Supervises K-12 RLA and K-12 Social Studies coordinators and specialists, and is responsible for aligning curriculum, instruction, assessment, and professional learning into a unified system—eliminating fragmentation and ensuring that all students, including emergent bilinguals and students with disabilities, have access to grade-level texts and literacy content with appropriate scaffolds that maintain rigor. Ensures that assessment systems, instructional resources, and professional learning are aligned to support effective lesson delivery and instructional response, and that campuses are equipped with the tools and clarity needed to implement fidelity across reading, writing, language, and foundational skills.

Qualifications

Education:

• Masters degree required.
• Major in Education, English Language Arts, Reading, World History, US History or a content-related field preferred.
• Alternative certification candidates will be considered as long as work experience aligns with the supervised subjects.
  
  

Certificate/License

• Valid Texas Teaching Certification in English Language Arts, Reading, US History or Literacy preferred.
• Reading Specialist or Dyslexia certification preferred.
  
  

Major Responsibilities And Duties

• Collaborates across Curriculum & Instruction, School Leadership, Special Education, Bilingual/ESL, and other departments to ensure HQIM, literacy priorities, and instructional support are aligned into a unified K–12 literacy system.
• Leads the design and implementation of districtwide literacy curriculum and common assessments for K–12, grounded in high-quality instructional materials (HQIM), the Science of Reading, and evidence-based literacy practices across reading, writing, language, and foundational skills.
• Supervises, coaches, and evaluates Literacy and SS coordinators, ensuring a high-performance culture through clear expectations, strong performance management, and accountability for quality, timelines, and impact.
• Guides the design, writing, and refinement of HQIM-aligned lessons and instructional resources that drive deep teacher internalization and effective, structured literacy instruction—including phonological awareness, phonics, fluency, vocabulary, and comprehension.
• Ensures scaffolds are intentionally designed and embedded within HQIM-aligned lessons to increase access for all students—including emergent bilinguals, students with dyslexia, and students with disabilities—without reducing rigor or the integrity of structured literacy instruction.
• Ensures coordinators are aligned with HQIM implementation, curriculum design, and literacy instructional priorities, and produce high-quality outputs that drive teacher and student outcomes across all grade levels.
• Ensures instructional coherence across all grade levels through consistent use of HQIM, aligned lesson design, and the District’s Instructional Framework in Literacy.
• Ensures all lessons and instructional resources are tightly aligned to HQIM, reflect best-in-class Science of Reading practices, and are built for strong Tier 1 literacy instruction for all students.
• Designs and implements assessment systems, including common assessments and Demonstrations of Learning (DOLs), aligned to HQIM and grade-level literacy standards to measure mastery in reading, writing, and language—and to inform instructional refinement.
• Oversees the district’s reading diagnostic and assessment framework—including universal screeners, progress-monitoring tools, and benchmark assessments—to ensure the early identification of students who require additional literacy support.
• Analyzes instructional and program data to evaluate progress toward literacy goals and identify areas for improvement in HQIM implementation, lesson quality, and student outcomes.
• Monitors the overall impact of literacy initiatives, ensuring alignment to district goals and measurable outcomes in reading achievement, writing proficiency, and foundational skill development.
• Shares progress reports and ensures the development of aligned action steps to address identified needs in literacy implementation across campuses.
• Supports the implementation of extended learning opportunities in collaboration with district personnel and community partners, aligned to literacy priorities and HQIM.
• Maintains a flexible work schedule to meet the demands of the role, including regular campus visits, professional learning sessions, and occasional evenings or weekends to support district priorities and ensure high-quality implementation.
• Establishes and maintains systems to monitor curriculum quality, fidelity of HQIM implementation, strength of Tier 1 literacy and SS instruction, and impact on student achievement across K–12.
• Ensures professional learning is tightly aligned to HQIM, the Science of Reading, the District’s Instructional Framework, and literacy and social studies priorities—directly supporting effective lesson internalization, structured literacy delivery, and teacher expertise in reading science.
  
  

Experience

• Minimum of 5 years of progressively responsible experience in education, including a combination of classroom, campus, district, or related leadership roles required.
• At least 3 years of successful classroom teaching experience in Literacy, English Language Arts, or Reading, with a verifiable track record of driving strong student outcomes required.
• At least 2 years of instructional leadership experience at the campus or central office level required.
• Demonstrated, verifiable track record of driving measurable improvements in student literacy achievement in school and/or district central office settings within the past 5 years required.
• Experience in curriculum design and implementation of high-quality instructional materials (HQIM) grounded in the Science of Reading at campus and/or district level preferred.
• Experience leading instructional work across multiple schools or teams, including managing through indirect authority, preferred.
• Experience supporting students with dyslexia, emergent bilinguals, or students with disabilities within a structured literacy framework preferred.
  
  

Travel Requirements

• Travels to school district buildings and professional meetings as required.
  
  

Working Conditions

• 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 mouse use; 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.
  
  

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.