Wedgwood Middle School Principal ELEVATE/ACE (Accelerating Campus Excellence)

Reports to: Executive Director • FLSA Status: Exempt • Duty Days: 226 • Annual Salary: $145,000

About the Role

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 Principal directs and manages overall campus operations to ensure all students, regardless of socioeconomic factors, achieve at a high level. The campus Principal leads the instructional program, ensuring high standards of instruction and student achievement, compliance with district policies, effective operation of all campus activities, and strategic oversight of an ADSY (Additional Days School Year) campus.

Responsibilities

Instructional Leadership

• Implement state and District curricula and assessments aligned with state standards, including college and career readiness standards.
• Monitor and ensure high-quality instruction practices among teachers and staff to improve student performance.
• Monitor multiple forms of student data to inform instruction and intervention decisions to maximize student achievement.
• Ensure effective instruction maximizes growth of individual students and student groups, supports equity, and eliminates the achievement gap.
• Embrace a transformational leadership philosophy and use effective strategies to establish a positive school culture centered on continuous improvement in teaching and learning.
• Lead the turnaround process through research-based instructional practices proven effective in similar schools.
• Promote high-level performance expectations for staff and students and recognize excellence and achievement.
• Develop and monitor instructional and administrative processes to ensure alignment with evidence-based practices and implementation fidelity.
• Ensure high-quality instructional materials and resources are implemented with fidelity.
• Utilize campus data for corrective action leading to improvement, as well as for recognition of success.

Human Capital

• Recruit, select, place, mentor, and retain highly effective teachers and staff.
• Coach and develop teachers and staff by providing individual feedback and aligned professional development opportunities.
• Implement collaborative structures and provide leadership opportunities for effective teachers and staff.
• Set clear performance expectations and conduct rigorous evaluations of all staff using multiple data sources.
• Lead, implement, and support Professional Learning Communities (PLCs) that foster positive relationships, team culture, open sharing, risk-taking, and shared leadership.
• Ensure PLCs develop and improve teacher instructional capacity.
• Develop and lead a strong Instructional Leadership Team (ILT) for the campus.

Executive Leadership (Strategic Leader)

• Model personal responsibility and a relentless focus on improving student outcomes.
• Adopt a solutions-oriented mindset, treating challenges as opportunities, and support the school and community through continuous improvement.
• Proactively seek and act on feedback, reflect on personal growth areas, and change practices to improve student outcomes.
• Communicate and develop productive relationships with campus students, staff, and community.
• Adhere to the Code of Ethics and Standards Practices for Texas Educators.

School Culture (Visionary Leader)

• Develop, implement, and sustain a shared vision of high expectations for all students and staff, emphasizing daily attendance.
• Establish, reinforce, and monitor clear expectations for adult, staff, and student conduct, including social and emotional supports.
• Engage families and community members in meaningful student learning experiences.
• Create a safe school environment ensuring the social, emotional, and physical well-being of staff and students.
• Apply a variety of student discipline techniques to meet behavioral and academic needs.
• Enhance students' social, emotional, behavioral, and academic achievement.
• Act as campus behavior coordinator in accordance with state laws and regulations.
• Ensure school rules are uniformly applied and student discipline is appropriate and equitable per the Student Code of Conduct and student handbook.
• Follow policies, practices, and procedures to create optimal learning conditions for students with special needs in alignment with IDEA.
• Conduct conferences about student and school issues with parents, students, and teachers.
• Ensure students are adequately supervised during non-instructional periods.

Strategic Operations (Results Oriented)

• Outline and track clear goals, targets, and strategies aligned with the school’s vision to continuously improve teacher effectiveness and student outcomes.
• Implement daily schedules and a yearlong plan for regular data-driven instruction cycles, giving students access to diverse and rigorous instructional programs, and building in time for professional development.
• Align resources with school needs and effectively monitor their impact on school goals in support of the Campus Educational Improvement Plan (CEIP).
• Ensure proper fiscal oversight of all campus budgets, including campus and student activity funds, if applicable.
• Collaborate with District staff to implement District policies and advocate for the needs of District students and staff.

Supervisory Responsibilities

• Supervise and evaluate the performance of staff assigned to the campus, including assistant principal(s), teacher(s), counselor(s), librarian(s), instructional aides, clerical support staff, and custodians.

Other Duties

• Perform all job-related duties as assigned and in accordance with Board rules, policies, and regulations.
• Comply with lawful directives in rare situations driven by need where a team effort is required.

Requirements

• Proven success in leading a school or district community toward continuous improvement in academic goals with a relentless pursuit of academic excellence for all students.
• Deep knowledge of curriculum and instruction as well as evidence-based practices in multiple content areas as applicable by grade levels.
• Demonstrated leadership on district-wide committees and/or district-wide activities.
• Proven experience using and interpreting data to inform decision-making processes that lead to improved student/campus achievement.
• Knowledge of best practices in administration, program evaluation, and staff supervision, including principles involved in strategic planning, resource allocation, leadership techniques, and coordination of people and resources.
• Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis, and the formulation of action plans.
• Knowledge of elementary and/or secondary school curriculum and concepts.
• Knowledge of federal and state guidelines and District policies and procedures regarding all student services and programs.
• Knowledge and understanding of literacy instruction.
• Skill in judgment and creativity in decision-making, using qualitative and quantitative data to make decisions about teaching and learning, including student and teacher assessment.
• Ability to consider academic, social, and emotional needs of students in making decisions about academic settings and accommodations.
• Ability to differentiate instructional support for experienced and new teachers.
• Ability to establish program goals and objectives that support the strategic plan and develop and implement plans in all areas of the instructional program.
• Ability to use computer network systems and software applications as needed.
• Ability to organize multiple tasks and implement effective time management techniques.
• Ability to communicate effectively, both orally and in writing, with students, parents, staff, community, and stakeholders in a multi-ethnic educational environment.
• Ability to engage in self-evaluation regarding leadership, performance, and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Qualifications

• Master’s Degree from an accredited college or university in Education or a directly related field required; Degree in School Administration preferred.
• Valid Texas Mid-Management or Principal Certification required; Out-of-state applicants must be currently certified from another state and become Texas Certified prior to being hired.
• T-TESS and T-PESS Certification required.
• Principal experience required; 3 years preferred.
• 3 years of successful teaching experience required.
• Experience in urban schools with diverse populations preferred.
• Bilingual (English/Spanish) preferred in some settings.

Physical & Mental Demands

• Tools/Equipment Used: Standard office and classroom equipment, including 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 mouse; occasional reaching.
• Lifting: Occasional light lifting and carrying (less than 15 pounds).
• Environment: Works in an office setting; works irregular and/or prolonged hours; works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; occasional districtwide and statewide travel.
• Attendance: Regular and punctual attendance at the worksite is required.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.