ACE (Accelerating Campus Excellence) Elementary School Principal Job at Fort Wor

Position Overview

ACE (Accelerating Campus Excellence) Elementary Principal

Reports to: Executive Director, School Leadership
Duty Days: 239
Annual Salary: $130,000

Position Purpose

Fort Worth Independent School District (FWISD) is seeking proven, innovative leaders with a track record of driving bold school turnaround and transformation. As a campus principal, you will serve as the educational leader of your assigned campus, responsible for ensuring a safe, high‑performing learning environment aligned with FWISD’s mission and strategic goals. The ACE Principal directs overall campus operations so that all students, regardless of socioeconomic factors, are achieving at a high level.

Application Requirements

• Resume
• Documented history of academic growth as campus principal with verified data.
• Documentation of past success leading a campus.

Essential Job Functions

Instructional Leadership

• Implements state and District curricula and assessments aligned with state standards, including college and career readiness standards.
• Monitors and ensures high‑quality instruction practices among teachers and staff that improve student performance.
• Monitors multiple forms of student data to inform instruction and intervention decisions to maximize student achievement.
• Ensures that effective instruction maximizes growth of individual students and student groups, supports equity, and eliminates the achievement gap.
• Embraces a transformational leadership philosophy and uses effective strategies to establish a positive school culture centered on continuous improvement in teaching and learning.
• Leads the turnaround process through the use of research‑based instructional practices and models that have proven to be effective in similar schools.
• Promotes high‑level performance expectations for staff and students and recognizes excellence and achievement.
• Develops and monitors instructional and administrative processes to ensure alignment with evidence‑based practices and fidelity of implementation.
• Ensures high‑quality instructional materials and resources are implemented with fidelity.
• Utilizes campus data for corrective action leading to improvement and for recognizing success.

Human Capital

• Recruits, selects, places, mentors, and retains highly effective teachers and staff.
• Coaches and develops teachers and staff, providing individual feedback and aligned professional development opportunities.
• Implements collaborative structures and provides leadership opportunities for effective teachers and staff.
• Provides clear expectations of performance and conducts rigorous evaluations of all staff using multiple data sources.
• Leads and supports Professional Learning Communities (PLCs) that foster positive relationships, teamwork, and shared leadership.
• Ensures PLCs develop and improve teacher instructional capacity.
• Develops and leads a strong Instructional Leadership Team (ILT) for the campus.

Executive Leadership (Strategic Leader)

• Solutions‑oriented, treats challenges as opportunities, and supports the school and community through continuous improvement.
• Proactively seeks and acts on feedback, reflects on personal growth areas, seeks development opportunities, and changes practice to improve student outcomes.
• Communicates and develops productive relationships with campus students, staff, and community.
• Adheres to the Code of Ethics and Standards Practices for Texas Educators.

School Culture (Visionary Leader)

• Develops, implements, and sustains a shared vision of high expectations for all students and staff, emphasizing daily attendance.
• Establishes, reinforces, and monitors clear expectations for adult, staff, and student conduct, including social and emotional supports.
• Engages families and community members in meaningful student learning experiences.
• Creates a safe school environment that ensures the social, emotional, and physical well‑being of staff and students.
• Applies a variety of student discipline techniques to meet behavioral and academic needs.
• Enhances students’ social, emotional, behavioral, and academic achievement.
• Acts as campus behavior coordinator in accordance with state laws and regulations.
• Ensures school rules are uniformly applied and that discipline is appropriate and equitable.
• Follows all policies, practices, and procedures that create optimal learning conditions for students with special needs (IDEA).
• Conducts conferences about student and school issues with parents, students, and teachers.
• Ensures students are adequately supervised during non‑instructional periods.
• Provides strategic oversight and leadership for an ADSY (Additional Days School Year) campus, ensuring compliance with TEA requirements.

Strategic Operations (Results Oriented)

• Outlines and tracks clear goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes.
• Implements daily schedules and a yearlong plan for data‑driven instruction cycles, providing students access to diverse and rigorous instructional programs and time for professional development.
• Aligns resources with school needs, monitors impact on school goals, and supports the Campus Educational Improvement Plan (CEIP). Ensures proper fiscal oversight of all campus budgets.
• Collaborates with District staff to implement District policies and advocates for the needs of District students and staff.

Supervisory Responsibilities

• Supervises and evaluates the performance of staff assigned to campus, including assistant principals, teachers, counselors, librarians, aides, clerical support staff, and custodians.

Personal Work Relationships

• All Fort Worth ISD employees 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 and builds rapport with consumers.
• Demonstrates cultural competence, respects coworkers, communicates effectively, promotes teamwork, and handles confrontational situations appropriately.

Other Duties as Assigned

• Performs all job‑related duties as assigned and in accordance with Board rules, policies, and regulations.

Knowledge, Skills & Abilities

• Proven success in leading a school or district community toward continuous improvement.
• Deep knowledge of curriculum and instruction and evidence‑based practices across content areas.
• Demonstrated leadership on district‑wide committees and activities.
• Experience interpreting data to inform decision‑making and improve student outcomes.
• Knowledge of best practices in administration, program evaluation, staff supervision, strategic planning, resource allocation, and coordination of people and resources.
• Knowledge of current teaching methods, educational pedagogy, and differentiated instruction.
• Knowledge of data systems, analysis, and action‑plan formulation.
• Knowledge of elementary and/or secondary curriculum and concepts.
• Knowledge of federal and state guidelines and District policies and procedures for all student services and programs.
• Knowledge of literacy instruction.
• Skill in judgment and creativity in decision‑making, using qualitative and quantitative data.
• Ability to consider academic, social, and emotional needs of students in setting academic environments and accommodations.
• Ability to differentiate instructional support for experienced and new teachers.
• Ability to develop program goals, implement plans, and oversee instructional programs.
• Ability to use computer networks and software applications.
• Ability to organize multiple tasks and manage time effectively.
• Ability to communicate effectively, orally and in writing, with students, parents, staff, community, and stakeholders.
• Ability to engage in self‑evaluation regarding leadership, performance, and professional growth.
• Ability to establish and maintain cooperative working relationships with others.

Travel Requirements

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

Physical & Mental Demands, Work Hazards

• Tools/Equipment: Standard office and classroom equipment, Promethean Board, computer, and peripherals.
• Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of a mouse; occasional reaching.
• Lifting: Occasional light lifting and carrying (less than 15 pounds).
• Environment: Works in office setting; irregular and/or prolonged hours; inside and outside exposure; noise; occasional district‑wide and statewide travel.
• Attendance: Regular and punctual attendance required.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Minimum Required Qualifications

• Education:
  • Master’s Degree from an accredited college or university in Education or a related field required.
  • Degree in School Administration preferred.
• Certification/License:
  • Valid Texas Mid‑Management or Principal Certification required.
  • T‑TESS and T‑PESS Certification required.
• Experience:
  • Principal experience required; 3 years preferred.
  • 3 years’ successful teaching experience required.
  • Experience in urban schools with diverse populations preferred.
• Language: Bilingual (English/Spanish) preferred in some settings.

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.