Director of Instructional Systems

We need to output HTML fragment with sections for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Use

for each heading only if there is real specific content. Must not repeat job title. Must not include Job ID etc. Remove boilerplate (EEO, legal, etc). Must preserve all substantive info. We need to parse the posting. First part: "About KIPP Texas Public Schools" description. That is about the organization, not necessarily "About the role". The instruction says use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we need to map content to those headings. The "About KIPP Texas Public Schools" could go under "About the role"? Actually "About the role" is typical heading for role description. The posting includes a "Job Description" paragraph describing role. So we can put that under "About the role". The initial paragraph about KIPP Texas could be considered background but not required; maybe we can include it under "About the role" as context. However we must not invent sections; we can include if we have content. We need to decide which sections to include based on presence of content. Let's extract: - About the role: The job description paragraph(s) after "Job Description". Also the introductory "About KIPP Texas Public Schools" maybe part of role context. We'll include both. - Responsibilities: There's a big list under "ROLE RESPONSIBILITIES:" with subheadings: Instructional Systems Design and Maintenance, Systems implementation and Execution, Systems Monitoring and Accountability, Instructional Practice and Systems Coherence, Systems Refinement and Continuous Improvement. Each with bullet-like paragraphs. We need to output

• for any list of duties/requirements/benefits. So we can treat each responsibility as a list item. Could also break down sub-items? The instruction: Use
  • for any list of duties/requirements/benefits. So we can create a
    with each responsibility as
    • . Inside each
    • we can keep the prose (maybe multiple sentences). That's fine. - Requirements: There's a "Qualifications" section with "QUALIFICATIONS:" bullet list? Actually it's a paragraph: "Bachelor’s degree required; Master’s preferred Minimum 4 years of experience in education, including instructional leadership, data, or systems-related roles. Previous principal experience highly preferred. Experience with data-driven instruction, assessment design, and progress monitoring systems Demonstrated ability to build or implement systems that impact student outcomes Experience working with or supporting school leaders or instructional teams". That's a list of qualifications. We'll put under Requirements? The instruction includes Requirements as a possible heading. Could also use Qualifications heading. We have both Requirements and Qualifications as possible headings. The posting has a "Qualifications" section. So we should use

      Qualifications

      for that content. Also there is a "COMPETENCY AND SKILLS:" section which could go under Skills. So we will have Skills heading for that. - Benefits: There's "Additional Information What We Bring to the Table:" with list of benefits: comprehensive medical, dental, vision plans; competitive vacation and flexible PTO; paid family leave; flexible spending account or high-yield HSA; employee assistance programs; employee-paid benefits: legal plans, LifeLock identity protection, life insurance and disability insurance. That's benefits. So we will have Benefits heading. - Pay: Not mentioned. So we should NOT include Pay section. - Schedule: Not mentioned (no specific schedule). So we should NOT include Schedule. - Requirements: Could be separate from Qualifications? The posting has "Qualifications" and then "COMPETENCY AND SKILLS". There's no separate "Requirements" besides qualifications. But we could treat "Qualifications" as Requirements. However we already have Qualifications heading. The instruction allows both; we should not create empty sections. We'll include Qualifications and Skills. Possibly also Requirements if we have content not covered elsewhere. But we have qualifications content; we could put that under Requirements and then Skills under Skills. But the posting explicitly labels "QUALIFICATIONS:" and then "COMPETENCY AND SKILLS:". So better to map: Qualifications heading for the bullet list under "QUALIFICATIONS:"; Skills heading for the competency and skills list. Thus we will have sections: About the role, Responsibilities, Qualifications, Skills, Benefits. Check if any other sections like "Physical Requirements", "Work Environment", "Travel Requirements", "Additional Requirements". Those are additional info but not in the prescribed headings. The instruction says to use those specific headings only; we should not create other headings. However we must preserve ALL substantive information; we cannot drop info. So we need to incorporate that info somewhere within allowed sections, maybe under Responsibilities or Qualifications? But those are not about responsibilities or qualifications. However we could embed them under Qualifications (like "Additional Requirements") or maybe under Responsibilities? The instruction says we must preserve ALL substantive information; we cannot omit. So we need to include that info somewhere. Since we cannot create new headings beyond the allowed list, we need to fit them into existing sections. The allowed headings are About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We have not used Requirements yet. We could put the extra info (Physical Requirements, Work Environment, Travel Requirements, Additional Requirements) under Requirements heading. That seems appropriate: Requirements can encompass those. Meanwhile Qualifications heading for degree/experience etc. Skills heading for competencies. Benefits heading for benefits. About the role for role description. Responsibilities for the duties. Thus we will have sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits. Now we need to extract content for each. Let's extract About the role content: Combine the "About KIPP Texas Public Schools" paragraph(s) and the "Job Description" paragraph. About KIPP Texas Public Schools: "KIPP Texas Public Schools is a free, public charter school network with more than 45 Pre-K - 12 schools across Austin, Dallas-Fort Worth, Houston, and San Antonio. With over 30 years in Texas, we work together with our families and communities to prepare students for college, career, and beyond! Our schools provide a high-quality, well-rounded education built on academic success and personal growth, where all students learn and thrive in a productive, safe, and joyful way! As one of the earliest charter networks in Texas—founded in Houston in 1994 and operating as KIPP Texas since 2018—we hire dynamic, collaborative, and dedicated individuals with an unyielding belief that every child will succeed. Join a Team and Family with an unwavering commitment to creating classrooms, offices, and communities rooted in academic success and joy. If you are passionate about joining a mission-driven community that wants every child to "run to school," the KIPP Texas Team and Family is for you! KIPP Public Schools is a national network of public charter schools that prepares students with the skills and confidence to create the future they want for themselves, their communities, and us all. We are a network of 278 schools with nearly 16,500 educators and 190,000 students and alumni." Job Description: "The Director of Instructional Systems (DOIS) is responsible for driving the consistent, high-quality implementation of instructional systems across an assigned portfolio of KIPP Texas schools. Reporting to the Managing Director of Instructional Systems (MDIS), the DOIS ensures that academic priorities translate into clear, actionable expectations for schools. In close partnership with the MDIS, the DOIS supports the ongoing refinement of key structures and data components, building and adjusting what is necessary to strengthen implementation and ensure systems remain clear, usable, and sustainable across schools. This includes translating strategy into well-defined processes, frameworks, and data structures that support strong instructional decision-making and day-to-day execution, as well as aligned instructional support structures (e.g., CTMs, practice clinics, and professional development) that enable schools to effectively respond to data. The DOIS is accountable for how instructional systems show up in practice—how they are used by leaders, how consistently they are executed, and whether they lead to improved instruction and student outcomes. This includes supporting School Leadership Teams not only in analyzing data, but in building and executing the instructional routines and supports needed to translate insights into improved teaching and learning." We'll combine into a few paragraphs under About the role. Now Responsibilities: We have the list under "ROLE RESPONSIBILITIES:" with subheadings and paragraphs. We'll create
      • for each major responsibility area. Could also break each bullet into sub-items but not required. We'll keep each area as a list item, preserving the prose. List: 1. Instructional Systems Design and Maintenance: Lead the design and build-out of instructional data systems, including assessment trackers, progress monitoring tools, and data dashboards. Design and support aligned response systems (e.g., CTMs, practice clinics, and professional development) so School Leadership Teams can act on data. Translate academic priorities into clear workflows, templates, and expectations for school teams Build reporting structures that enable leaders to quickly identify trends, gaps, and root causes Ensure all tools are intuitive, streamlined, and aligned to the realities of school operations Develop and codify non-negotiables for system usage to ensure consistency and rigor across all primary schools Refine reporting structures and practices used by leadership to monitor academic performance and instructional effectiveness 2. Systems implementation and Execution: Lead the rollout of instructional systems, including but not limited to, assessment practices, progress monitoring cycles, and data routines Model, co-facilitate, and coach school leadership teams to execute instructional systems across their schools Establish clear expectations for how these systems are used by school management and school-based teams Work alongside SLMs to support strong execution, providing targeted, direct guidance where implementation is inconsistent Monitor execution across regions, using observation and leader feedback to identify strengths and gaps Ensure instructional systems are embedded in regular leadership and instructional routines 3. Systems Monitoring and Accountability: Track both the consistency and quality of instructional systems implementation across schools Maintain accuracy and reliability of data structures and reporting Engage school leadership in reviewing implementation trends and identifying areas for improvement Distinguish between compliance and meaningful execution Identify patterns that impact instructional quality and student outcomes Address systems issues and challenges through clear feedback, support, and adjustments Partner with the MDIS to surface risks and contribute to academic health insights 4. Instructional Practice and Systems Coherence: Support leaders in accessing, interpreting, and applying student performance data within instructional systems Support school leadership in using data to inform planning, instructional best practices and decisions Reinforce strong routines for analysis and follow-through through ongoing support Identify where data practices are inconsistent and work directly with leaders to strengthen them 5. Systems Refinement and Continuous Improvement: Partner with the MDIS to evaluate the effectiveness of instructional systems based on implementation data and school feedback Identify where systems are not driving clarity, consistency, or strong execution Recommend and implement targeted adjustments to improve usability and impact Simplify or adjust tools and processes that create friction or confusion for school leaders Ensure system updates remain aligned to school-based realities and instructional priorities We'll keep each as
      • with the text. Now Requirements: We need to include Physical Requirements, Work Environment, Travel Requirements, Additional Requirements. Also maybe "Additional Information What We Bring to the Table:" is benefits, not requirements. So Requirements will contain: - Physical Requirements: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions The person in this position needs to be able to move about inside and outside the school throughout the workday The candidate is expected to attend conferences, meetings and training sessions both virtually and in person within the Region. - Additional Requirements: Reliable transportation is needed for travel between campuses and across regions Ability to maintain emotional control under stress Work with frequent interruptions - Work Environment: Reports to school or central office site Monday - Friday Typical school/office environment with frequent