Executive Director of Student Support Services - School Year 2026-2027

Spring Branch Independent School District Job Description Executive Director of Student Support Services

Job Title: Executive Director of Student Support Services
Reports To: Associate Superintendent for Academics
Classification: Administrative
Wage/Hour Status: Exempt
Days: 230
Salary: See Compensation Plan for Administrative/Professional Pay Plan, Pay Grade 111
Contract: Probationary/Term
Date Revised: 2/25/2026

Provide leadership for student support services within the division of Academics. This includes leadership oversight of Special Education, Dyslexia Support Services, Section 504, Career and Technical Education, summer school, district grading expectations, and district calendars.

• Master's degree or higher from a recognized, accredited college or university
• Valid Texas Teacher Certificate or Teaching Certificate from out of state appropriate for position
• Valid Texas Principal or Mid-management certificate
• Current certification in ILD, ILT or AEL required at the time of hire or the ability to obtain such certification in the first 60 days of employment based on availability of courses
• T‑TESS Certification required at the time of hire or the ability to obtain such certification in the first 60 days of employment based on availability of courses.

• Ability to effectively lead a collaborative team of leaders towards a common vision and goal(s)
• Strong ability to work collaboratively with peers from other departments
• Strong communication, public relations and interpersonal skills
• Strengths include problem solving, interpersonal relationships, short/long range strategic planning, strong organization skills, and the ability to operationalize and monitor strategic initiatives

• Minimum of five (5) years of successful experience as a classroom teacher
• Successful campus-level administrator experience; district level experience preferred
• Experience in the oversight of effective student support initiatives such as in the areas of SPED, 504, or interventions

• Provide leadership, coordination and active monitoring of system-wide student support initiatives, policies and regulations
• Identify areas to enhance work with special population support
• Stay informed of and implement policies established by Federal and State laws, State Board of Education rule and local Board policy in areas related to student support services and CCMR
• Work with program directors and campus leaders to continually design, implement, monitor and revise student support initiatives designed to meet/address the diverse needs of all SBISD students
• Demonstrate unwavering commitment to leading teams to allocate resources and services based on student needs
• Support and develop all members of the division to reach optimal effectiveness as professionals
• Prepare, review, revise and present information relevant to the division (including reports to the Board, reports to the community, internal presentations and data analysis reporting)
• Evaluate job performance and related development plans of department employees to ensure optimal effectiveness
• Identify, recruit, hire, develop and retain quality staff
• Maintain strong community partnerships and high academic expectations in support of Career and Technical Education programming
• Lead system-wide processes for transcripts, grading, and instructional calendars

• Develop professional skills appropriate to job assignment
• Maintain appropriate certification and training
• Demonstrate a high level of personal integrity, a collaborative leadership style and high ethical standard

• Supervise and evaluate staff
• Foster a culture of continuous improvement and accountability within the division
• Collaboratively work with campuses and other departments

• Perform other duties as assigned.

Supervise and evaluate staff.

Equipment Used: Computer and various office equipment.

• Maintain emotional control under stress.
• Work with frequent interruptions.
• This position requires regular in-person interaction with the public.

• Repetitive…