Secondary Curriculum Coordinator

Job Title: Secondary Curriculum Coordinator Reports to: Assistant Superintendent of 6-12 Programs Dept./School: Division of Instruction Pay Grade: Professional 3 Contract: 221 Days Date Revised: 10/29/2026

Primary Purpose:

Provide leadership in curriculum and district instructional programs for grades 6-12. The coordinator works collaboratively with campus administrators, instructional coaches, department/team leaders, teachers, and district leadership to ensure alignment of curriculum, instruction, assessment, and professional learning with the Texas Essential Knowledge and Skills (TEKS), local and state assessments, and district improvement goals. The coordinator supports the implementation of high-quality instructional materials, facilitates effective Professional Learning Communities (PLCs), strengthens instructional practices through data-driven decision-making, and promotes consistent, rigorous, and engaging learning experiences for all secondary students.

Qualifications

Education/Certification Valid Teacher Certification Master's Degree preferred Principal Certification preferred TTESS certification and evaluator experience or ability to acquire Minimum of five years of successful teaching experience Successful campus or district instructional leadership experience preferred Such alternatives to the above qualifications as the administration may find appropriate and acceptable Experience Minimum of five years of successful teaching experience Successful campus or district instructional leadership experience preferred Special Knowledge/Skills In-depth knowledge of best practices in curriculum, instruction, and assessment Ability to evaluate curriculum, instruction, assessment programs, and teaching effectiveness Knowledge of the Texas Essential Knowledge and Skills (TEKS), Texas instructional standards, curriculum alignment, and assessment systems Knowledge of high-quality instructional materials, curriculum implementation, and evidence-based instructional practices. Ability to analyze student performance data and develop strategies to improve student achievement. Demonstrated ability to facilitate effective PLCs, professional learning, and collaborative planning. Strong skills in instructional coaching and adult learning Knowledge of Texas accountability system and state assessments Major Responsibilities and Duties

• Coordinate the development, review, alignment, and implementation of district curriculum for grades 6–12.
• Ensure curriculum alignment with the TEKS, applicable state standards, district expectations, and adopted instructional materials.
• Support the implementation and monitoring of high-quality instructional materials (HQIM) and district-adopted resources.
• Collaborate with campus administrators, department/team leads, instructional coaches, and teachers to establish consistent curriculum expectations across secondary campuses.
• Develop and maintain curriculum documents, scope and sequence guides, pacing calendars, instructional resources, and curriculum implementation tools.
• Monitor curriculum implementation and provide support to address gaps, inconsistencies, and instructional needs.
• Assist with the review and selection of instructional materials and resources in accordance with district procedures and state requirements.

Instructional Leadership and Teacher Development

• Support campus leaders in strengthening instructional practices and improving the quality of classroom instruction.
• Provide professional learning related to curriculum implementation, instructional strategies, assessment practices, differentiation, and student engagement.
• Assist campus administrators and instructional coaches in developing effective systems for classroom walkthroughs, instructional observation, and feedback.
• Support the use of research-based instructional practices to improve rigor, student engagement, and academic outcomes.
• Model effective instructional practices and facilitate opportunities for collaborative learning and professional growth.
• Identify instructional needs through classroom observations, student data, campus feedback, and curriculum implementation reviews.

Professional Learning Communities (PLCs)

• Facilitate and support effective PLC structures and processes across grades 6–12.
• Assist campus administrators, department/team leads, and teacher teams in establishing clear PLC goals, agendas, protocols, and expected outcomes.
• Support collaborative planning focused on essential standards, common assessments, analysis of student learning, and instructional responses.
• Promote the use of the PLC continuous-improvement cycle: identify essential learning, develop common assessments, analyze results, and provide targeted intervention or enrichment.
• Monitor PLC effectiveness and provide feedback, resources, and professional learning to strengthen collaborative practices.
• Support vertical alignment and collaboration across grade levels, departments, and secondary campuses.

Assessment and Data-Driven Instruction

• Coordinate the development, review, and use of common formative and summative assessments aligned with district curriculum and the TEKS.
• Help identify achievement gaps, standards requiring additional support, and student groups needing targeted intervention or enrichment.
• Support the development of instructional action plans based on student performance data.
• Monitor assessment implementation and support the appropriate use of results to adjust instruction.

Student Achievement and Continuous Improvement

• Support district and campus improvement goals related to academic performance, student growth, and instructional effectiveness.
• Assist campuses in developing, implementing, and monitoring strategies to improve student achievement and close performance gaps.
• Collaborate with appropriate district personnel to support the academic needs of students receiving special education, Section 504, bilingual/ESL, dyslexia, advanced academic, and other specialized services.
• Monitor progress toward established academic goals and recommend adjustments based on evidence of student learning.

Campus and District Support

• Work collaboratively with secondary principals, assistant principals, department/team leads, instructional coaches, and teachers to address curriculum and instructional needs.
• Provide technical assistance and resources to campuses regarding curriculum, instruction, assessment, and professional learning.
• Support district initiatives, instructional priorities, and implementation plans as assigned.
• Participate in campus and district leadership meetings, curriculum planning sessions, and professional learning activities.
• Communicate curriculum expectations, implementation timelines, and instructional priorities clearly to relevant stakeholders.
• Assist with the coordination of district instructional resources, curriculum materials, and related budgets as assigned.

Compliance and Professional Responsibilities

• Maintain knowledge of applicable Texas Education Agency (TEA) requirements, State Board of Education rules, and district policies related to curriculum and instruction.
• Support the implementation of district curriculum and instructional practices consistent with applicable laws, policies, and state requirements.
• Protect confidential student and personnel information in accordance with applicable laws and district policies.
• Participate in ongoing professional development to remain current in curriculum, instruction, assessment, and educational leadership.
• Perform other duties as assigned by the supervisor.

Policy, Reports, and Law

• Compiles, maintains, and files all reports, records, and other documents required, including mandatory reports to TEA.
• Compiles with policies established by federal and state law, State Board of Education rule, and the local board policy.
• Develops, recommends, and implements policies and procedures as required to meet curriculum, instruction, and assessment needs and as required by state and federal laws and local policy.

Budget and Inventory

• Develops and administers the departmental budget based on documented needs and ensures that operations are cost-effective, and funds are managed wisely.

Communication

• Establishes and maintains a professional relationship and open communication with principals, teachers, staff, parents, and community members.
• Communicates openly with all patrons, students, and employees of the district.
• Works with and for others to create a culture that supports responsible risk-taking, and that provides protection from adverse consequences.
• Assists principals and other administrators in their efforts to run efficient and effective schools by serving as a resource person and problem-solver for students, teachers, parents, and community members.

Community Relations

• Articulates the district's mission, instructional philosophy, and curriculum implementation strategies to the community and solicits its support in realizing the district's mission.
• Demonstrates awareness of district-community needs and initiates activities to meet those needs.
• Uses appropriate and effective techniques to encourage community and parent involvement.

Customer Care Skills

• Provide professional communication with students, parents, community members, staff, and other professionals always.
• Use proper phone etiquette, always speaking slowly and clearly.? Take reliable messages and route to the appropriate staff.
• Ensure superior customer care skills are used via eye contact, facial expressions, voice inflections, body language, and an attitude of "going the extra mile" for others.
• Ensure all requests for information are dealt with in an appropriate timeframe.
• Create and maintain a welcoming, service-oriented environment toward all internal and external customers.

Mental Demands / Physical Demands / Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds) Environment: Work is primarily performed in an office environment with frequent districtwide and occasional statewide travel; occasional prolonged and irregular hours. Mental Demands: Work with frequent interruptions; maintain emotional control under stress Additional Job Information: Applying for this posting places your name in a pool of applicants who wish to be considered for this position. All applications will be reviewed. Not all applicants will be interviewed.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required

FMLA regulations require all employers to post the updated FMLA notice.

LISD reserves the right to not fill positions if it is determined by the Superintendent to not be in the best interest of the district.