Fort Worth ISD
Director II - Secondary Student Engagement
Fort Worth ISD, Fort Worth, Texas, United States, 76102
Position Purpose
Designs and implements a comprehensive secondary Guidance and Counseling program aligned with the District’s Strategic Plan and commitment to academic excellence. Supports campuses, teachers, principals, and District Service Center staff in implementing a coherent PK‑12 strategy to support all learners with a focus on secondary student engagement. Ensures that the Learning and Leading Division practices are designed to close achievement and opportunity gaps throughout the District in order to ensure equity for historically marginalized students. Ensures appropriate support is provided to campuses through department personnel.
Essential Job Functions
Design and implement a comprehensive counseling program aligned with district goals, addressing academic, career, and social‑emotional needs.
Obtain and use evaluative findings to gauge the Counseling Services program effectiveness; plan and make recommendations for adjustments as needed.
Coordinate a systematic framework for effective and data‑driven advising that promotes both secondary and post‑secondary positive student outcomes.
Direct secondary counselors in supporting meaningful CCMR attainment, backed by research supporting relevant and transformative outcomes.
Vertically align advising between middle and high school, leading to a seamless transition of student goals and outcomes.
Provide leadership and coordination in the development of innovative counseling programs.
Assist campus staff in the delivery of appropriate services for students with counseling needs.
Support the delivery of crisis response services district‑wide.
Coordinate instructional support, curriculum writing, assessment, and development of professional learning for all stakeholders.
Coordinate a systemic framework to monitor the quality and implementation of instruction and academic support initiatives; plan and make recommendations for adjustments as needed.
Collaborate across departments/divisions to align research‑based and culturally responsive curriculum, practices, strategies, and resources to support the needs of all student populations.
Coach and mentor staff to build leadership skills and leadership capacity within the Division.
Ensure practices are aligned across departments to ensure coherence across the District and meet the needs of all students.
Lead professional learning regarding Student Engagement across the District along with other Learning and Leading personnel.
Stay abreast of current research and trends in post‑secondary preparedness, education, and retention.
Communicate the latest developments in innovative techniques and programs to improve student achievement.
Provide support for the Curriculum and Instruction Division by housing curricular resources and internal documentation for professional learning.
Provide support for the Curriculum and Instruction Division around curriculum and the implementation of curricular initiatives.
Develop and manage equitable budgets based on department priorities and District goals.
Actively promote the District’s vision through curricular adoptions, instructional practices, and use of data to improve outcomes for all students with a focus on reducing disproportionate outcomes.
Analyze instructional progress to evaluate progress toward program goals and gather other significant data relevant to the success of initiatives, grants, or programs when applicable.
Implement effective and efficient assessment systems and data collection processes that provide a record of baseline measures and track longitudinal trends.
Implement enrichment activities for students in collaboration with District personnel and the community.
Observe and provide guidance in the use of appropriate equity tools and protocols. Ensure culturally relevant opportunities are provided.
Monitor the impact of the Division through evaluating progress toward goals and gather other significant data relevant to the success of the work.
Monitor goals, share reports, and assist in developing action plans for achieving goals.
Safety
Perform preventive maintenance on tools and equipment and ensure equipment is in safe operating condition.
Follow established safety procedures and techniques to perform job duties including lifting and climbing; operate tools and equipment according to established safety procedures.
Correct unsafe conditions in the work area and promptly report any conditions that are not immediately correctable to the supervisor.
Supervisory Responsibilities
Select, train, supervise, and evaluate staff, and make recommendations relative to assignment, retention, discipline, and dismissal.
Personal Work Relationships
All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
Exhibit high professionalism, standards of conduct, and work ethic.
Demonstrate high quality customer service; build rapport/relationship with the consumer.
Demonstrate cultural competence in interactions with others; be respectful of co‑workers; communicate and act as a team player; promote teamwork; respond and act appropriately in confrontational situations.
Other Duties as Assigned
Perform 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 & Abilities
Knowledge of applicable federal and state laws regarding education, as well as District policies and procedures.
Deep knowledge of HB5, SB179, SB9, SB12, and other relevant counseling legislation.
Knowledge of best practices in administration, program evaluation, and staff supervision.
Knowledge of budgets and budgeting processes for both local and federal funds and experience in developing and managing district service center or campus budgets.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of effective research‑based strategies, theories, techniques, and methodologies.
Knowledge of CCMR metrics as they relate to overall state accountability and outcomes bonus funding.
Knowledge of how CCMR attainment impacts post‑secondary outcomes and overall social mobility.
Skill in using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Skill in written and oral communication skills including ability to interact with and influence all levels of district service center and campus staff as well as parents.
Skill in written and oral communications including interacting effectively with all levels of central office and campus staff, as well as public inquiries.
Ability to direct and organize program activities.
Ability to establish program goals and objectives that support the strategic plan.
Ability to exercise sound judgment in making critical decisions.
Ability to present information in one‑on‑one, small group, and large group situations to students, parents, and District staff.
Ability to work in a team environment, to capitalize on the strengths of team members, and to motivate/guide team members toward the accomplishment of a common goal/vision.
Ability to use software to access databases, email, create spreadsheets, analyze and transform data, and do word processing.
Ability to organize and coordinate work under pressure, meet tight deadlines, and proactively resolve issues.
Ability to handle difficult and stressful situations with professional composure.
Ability to exercise discretion regarding matters of a sensitive or confidential nature.
Ability to prepare oral or written communications, such as presentations, reports, memoranda, letters, grant proposals, and other documents.
Ability to engage in self‑evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Physical & Mental Demands, Work Hazards
Tools/Equipment Used:
Standard office equipment, including computers 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 an office setting; may require 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 an accredited college or university required.
Certification/License:
Eligible for a Valid Texas Counseling Certification required. Attainment of certification within six months is a condition of continued employment.
Experience:
Required: 5 years’ experience including:
3 years’ experience counseling at the secondary level required.
2 years’ leadership (non‑classroom) at campus or central office level required.
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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Essential Job Functions
Design and implement a comprehensive counseling program aligned with district goals, addressing academic, career, and social‑emotional needs.
Obtain and use evaluative findings to gauge the Counseling Services program effectiveness; plan and make recommendations for adjustments as needed.
Coordinate a systematic framework for effective and data‑driven advising that promotes both secondary and post‑secondary positive student outcomes.
Direct secondary counselors in supporting meaningful CCMR attainment, backed by research supporting relevant and transformative outcomes.
Vertically align advising between middle and high school, leading to a seamless transition of student goals and outcomes.
Provide leadership and coordination in the development of innovative counseling programs.
Assist campus staff in the delivery of appropriate services for students with counseling needs.
Support the delivery of crisis response services district‑wide.
Coordinate instructional support, curriculum writing, assessment, and development of professional learning for all stakeholders.
Coordinate a systemic framework to monitor the quality and implementation of instruction and academic support initiatives; plan and make recommendations for adjustments as needed.
Collaborate across departments/divisions to align research‑based and culturally responsive curriculum, practices, strategies, and resources to support the needs of all student populations.
Coach and mentor staff to build leadership skills and leadership capacity within the Division.
Ensure practices are aligned across departments to ensure coherence across the District and meet the needs of all students.
Lead professional learning regarding Student Engagement across the District along with other Learning and Leading personnel.
Stay abreast of current research and trends in post‑secondary preparedness, education, and retention.
Communicate the latest developments in innovative techniques and programs to improve student achievement.
Provide support for the Curriculum and Instruction Division by housing curricular resources and internal documentation for professional learning.
Provide support for the Curriculum and Instruction Division around curriculum and the implementation of curricular initiatives.
Develop and manage equitable budgets based on department priorities and District goals.
Actively promote the District’s vision through curricular adoptions, instructional practices, and use of data to improve outcomes for all students with a focus on reducing disproportionate outcomes.
Analyze instructional progress to evaluate progress toward program goals and gather other significant data relevant to the success of initiatives, grants, or programs when applicable.
Implement effective and efficient assessment systems and data collection processes that provide a record of baseline measures and track longitudinal trends.
Implement enrichment activities for students in collaboration with District personnel and the community.
Observe and provide guidance in the use of appropriate equity tools and protocols. Ensure culturally relevant opportunities are provided.
Monitor the impact of the Division through evaluating progress toward goals and gather other significant data relevant to the success of the work.
Monitor goals, share reports, and assist in developing action plans for achieving goals.
Safety
Perform preventive maintenance on tools and equipment and ensure equipment is in safe operating condition.
Follow established safety procedures and techniques to perform job duties including lifting and climbing; operate tools and equipment according to established safety procedures.
Correct unsafe conditions in the work area and promptly report any conditions that are not immediately correctable to the supervisor.
Supervisory Responsibilities
Select, train, supervise, and evaluate staff, and make recommendations relative to assignment, retention, discipline, and dismissal.
Personal Work Relationships
All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
Exhibit high professionalism, standards of conduct, and work ethic.
Demonstrate high quality customer service; build rapport/relationship with the consumer.
Demonstrate cultural competence in interactions with others; be respectful of co‑workers; communicate and act as a team player; promote teamwork; respond and act appropriately in confrontational situations.
Other Duties as Assigned
Perform 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 & Abilities
Knowledge of applicable federal and state laws regarding education, as well as District policies and procedures.
Deep knowledge of HB5, SB179, SB9, SB12, and other relevant counseling legislation.
Knowledge of best practices in administration, program evaluation, and staff supervision.
Knowledge of budgets and budgeting processes for both local and federal funds and experience in developing and managing district service center or campus budgets.
Knowledge of data information systems, data analysis and the formulation of action plans.
Knowledge of effective research‑based strategies, theories, techniques, and methodologies.
Knowledge of CCMR metrics as they relate to overall state accountability and outcomes bonus funding.
Knowledge of how CCMR attainment impacts post‑secondary outcomes and overall social mobility.
Skill in using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Skill in written and oral communication skills including ability to interact with and influence all levels of district service center and campus staff as well as parents.
Skill in written and oral communications including interacting effectively with all levels of central office and campus staff, as well as public inquiries.
Ability to direct and organize program activities.
Ability to establish program goals and objectives that support the strategic plan.
Ability to exercise sound judgment in making critical decisions.
Ability to present information in one‑on‑one, small group, and large group situations to students, parents, and District staff.
Ability to work in a team environment, to capitalize on the strengths of team members, and to motivate/guide team members toward the accomplishment of a common goal/vision.
Ability to use software to access databases, email, create spreadsheets, analyze and transform data, and do word processing.
Ability to organize and coordinate work under pressure, meet tight deadlines, and proactively resolve issues.
Ability to handle difficult and stressful situations with professional composure.
Ability to exercise discretion regarding matters of a sensitive or confidential nature.
Ability to prepare oral or written communications, such as presentations, reports, memoranda, letters, grant proposals, and other documents.
Ability to engage in self‑evaluation with regard to performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Travel Requirements
Travels to school district buildings and professional meetings as required.
Physical & Mental Demands, Work Hazards
Tools/Equipment Used:
Standard office equipment, including computers 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 an office setting; may require 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 an accredited college or university required.
Certification/License:
Eligible for a Valid Texas Counseling Certification required. Attainment of certification within six months is a condition of continued employment.
Experience:
Required: 5 years’ experience including:
3 years’ experience counseling at the secondary level required.
2 years’ leadership (non‑classroom) at campus or central office level required.
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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