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Director Instructional Technology information

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$20K

$82.6K

$143.5K

How much do director instructional technology jobs pay per year?

As of Aug 14, 2026, the average yearly pay for director instructional technology in the United States is $82,602.00, according to ZipRecruiter salary data. Most workers in this role earn between $76,000.00 and $92,500.00 per year, depending on experience, location, and employer.

What is the difference between Director Instructional Technology vs Instructional Technology Coordinator?

AspectDirector Instructional TechnologyInstructional Technology Coordinator
CredentialsBachelor's or Master's in Education, Instructional Design, or related field; certifications in educational technologySimilar credentials, often with a focus on instructional design or technology certifications
Work EnvironmentAdministrative leadership in schools or districts, overseeing tech initiativesSupport role within schools or districts, assisting with tech implementation
Employer & IndustrySchool districts, educational institutionsSame as Director, often working under or alongside directors
Search & Comparison IntentUnderstanding leadership roles in educational technologyLooking for support or coordination roles in tech integration

The main difference is that the Director Instructional Technology holds a leadership position responsible for strategic planning and overseeing educational technology initiatives, while the Instructional Technology Coordinator focuses on supporting and implementing these initiatives at the operational level.

What are the key skills and qualifications needed to thrive as a director of instructional technology, and why are they important?

To thrive as a Director of Instructional Technology, you need expertise in curriculum design, educational technology integration, and leadership, usually supported by an advanced degree in education or instructional technology. Familiarity with learning management systems (LMS), digital content platforms, and emerging educational tools—as well as relevant certifications like Google Certified Educator—is crucial. Outstanding communication, change management, and collaborative skills help drive adoption and support for technology initiatives among faculty and staff. These competencies ensure that technology enhances teaching and learning outcomes and aligns with institutional goals.

What does a director of instructional technology do?

A director of instructional technology oversees the integration and management of technology tools and systems in educational settings. They develop strategies for technology use, lead training for staff, and ensure that digital resources support learning objectives. This role often requires knowledge of educational software, leadership skills, and experience with curriculum development.

How does a director of instructional technology typically collaborate with faculty and IT teams to implement new learning technologies?

A Director of Instructional Technology works closely with both faculty and IT professionals to evaluate, select, and implement educational technologies that enhance teaching and learning. They often facilitate workshops, gather feedback from instructors, and translate instructional needs into technical requirements. Collaboration involves regular meetings, pilot programs, and ongoing support to ensure smooth adoption and integration of new tools. This role serves as a bridge between pedagogical goals and technical solutions, fostering a team environment that values communication and continuous improvement.

What can you do with a director instructional technology degree?

A Director of Instructional Technology oversees the integration of technology into educational settings, manages teams, develops strategic plans, and ensures effective use of tools like learning management systems and digital resources. This role often requires strong leadership, project management skills, and knowledge of educational technology tools and trends.
More about Director Instructional Technology jobs

What are the most commonly searched types of Instructional Technology jobs?

The most popular types of Instructional Technology jobs are:

What states have the most Director Instructional Technology jobs?

States with the most job openings for Director Instructional Technology jobs include:

What job categories do people searching Director Instructional Technology jobs look for?

The top searched job categories for Director Instructional Technology jobs are:

Director Instructional Technology jobs near you
Infographic showing various Director Instructional Technology job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 79% Full Time, 16% Part Time, and 4% Contract. Highlights an 86% Physical, 3% Hybrid, and 11% Remote job distribution, with an average salary of $82,602 per year, or $39.7 per hour.

Executive Director- Instructional Leadership (Multiple Positions)

Fort Worth Independent School District

Fort Worth, TX • On-site

$160K - $190K/yr

Full-time

Re-posted 20 days ago

Fort Worth Independent School District rating

5.4

Company rating: 5.4 out of 10

Based on 20 frontline employees who took The Breakroom Quiz

527th of 631 rated elementary and secondary schools

Job description

Position Type:
Leading - District Executive Leadership/Executive Director
Date Posted:
3/27/2026
Location:
To Be Determined
Closing Date:
Open Until Filled
Executive Director- Instructional Leadership
Reports to: Regional Chief
Pay Grade: 1002
Days: 239 Days
Salary Range: minimum $160,000 - maximum $190,000
FSLA Status: Exempt
Position Purpose
The Executive Director of Instructional Leadership serves as the principal's supervisor for their assigned portfolio of schools. This position is accountable for academic results, leadership effectiveness, the execution of instructional priorities, and ensuring a high-performance culture at their assigned schools. This position is critical in developing instructional leadership at each of their schools and improving student achievement by coaching, supporting, and holding principals accountable for implementing effective instructional practices.
ESSENTIAL JOB FUNCTIONS
Improve the Quality of Instruction
  • Conducts frequent instructional school visits focused on improving instructional quality, school culture, and leadership effectiveness, providing clear, actionable feedback aligned with district expectations.
  • Provides direct support and coaching to principals to strengthen instructional leadership and improve outcomes, particularly in literacy, mathematics, and CCMR readiness.
  • Insists on the effective implementation of district curriculum, assessments, enrichment, and acceleration systems to ensure high-quality instruction across all classrooms for all students.
  • Facilitates regular data reviews and progress monitoring to evaluate the fidelity of instructional practices and their impact on student learning and achievement.
  • Ensures a strong focus on narrowing the achievement gap at each school in the portfolio.
  • Ensures consistent instructional rigor, access to effective teaching, and high expectations across all campuses regardless of student demographics or historical performance.

Foster Principal Development
  • Supervises assigned principals through goal setting, performance evaluation, and campus action plans, ensuring alignment with district standards and expectations.
  • Supports principal hiring, onboarding, and succession planning to build effective school leadership teams within their portfolio.
  • Coaches principals on creating leadership density on their administrative teams, ensuring all assistant principals receive coaching, support, and accountability focused on instruction.
  • Ensures principals' time and instructional time are protected from low-impact initiatives, over-processing, and compliance-only work; prioritizes actions that improve classroom instruction and student learning.

Monitor and Evaluate Instructional Program Effectiveness
  • Designs and implements robust professional development aligned with district instructional priorities, ensuring consistent implementation and improvement in teaching practices and high-performance culture across schools.
  • Translates district strategic priorities into clear expectations and actionable implementation for schools within the portfolio.
  • Evaluates the effectiveness of academic programs and initiatives, recommending adjustments to optimize impact on student achievement and instructional quality.
  • Drives targeted acceleration strategies and resource alignment for campuses and student groups that consistently underperform.

Ensure Compliance and Resource Management
  • Ensures compliance with federal, state, and district policies and accountability requirements related to instructional practices and school operations.
  • Monitors campus budgets and resource allocation to support instructional priorities and advise principals on effective resource management.

Strengthen Stakeholder Engagement
  • Builds strong relationships with families, staff, and community stakeholders to foster a culture of collaboration and support for school initiatives.
  • Collaborates with regional leadership to resolve complex school-level issues and advance strategic goals for the district.

Supervisory Responsibilities
  • Selects, trains, supervises, and evaluates staff, and makes 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.
  • Exhibits high professionalism, standards of conduct, and work ethic.
  • Demonstrates high quality customer service; builds rapport/relationship with the consumer.
  • Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and performs as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Other Duties as Assigned
  • Performs all job-related duties as assigned and in accordance with 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 federal and state guidelines, as well as District policies and procedures.
  • Knowledge of budgets and budgeting processes for both local and federal funds and experience in developing and managing central or campus budgets.
  • Knowledge of effective instructional practices and instructional coaching, and constructively changing adult behaviors to foster improved outcomes for students.
  • Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles.
  • Knowledge of best practices in administration, program evaluation, and staff supervision.
  • Knowledge of current research and literature related to effective leadership.
  • Skill in leading adults through effective coaching, clear accountability, and performance management.
  • Skill in organizational, public, and interpersonal relations.
  • Skill in program management, evaluation, program planning, program development, implementation and evaluation.
  • Skill in using data-driven decision-making to inform instructional practices and improve student outcomes.
  • Skill in judgment and creativity in decision-making; considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Skill in written and oral communication, including ability to interact with and influence all levels of District Service Center, campus staff, and parents.
  • Ability to drive coherent instruction and improvement at scale across diverse school contexts.
  • Ability to use strong judgment and ability to make timely decisions in high-accountability environments.
  • Ability to build effective cross-functional partnerships while maintaining clarity of ownership and results.
  • Ability to communicate clearly, concisely, and in alignment with district priorities.
  • Ability to navigate a complex, political environment and act as a steward of FWISD.
  • Ability to exercise discretion regarding matters of a sensitive or confidential nature.
  • Ability to utilize software to create, access, analyze, and interpret spreadsheets, data dashboards, presentations, email, and 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.
  • Ability to exercise absolute discretion regarding matters of a sensitive or confidential nature.
  • Ability to handle difficult and stressful situations with professional composure.

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

Physical & Mental Demands, Work Hazards
  • Tools/Equipment Used: Standard office equipment, including 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; occasionally requires 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 in Education or a closely related field required;
    • Doctorate degree preferred.
  • Certification/License:
    • Eligible for a Valid Texas Mid-Management and/or Principal Certification. Attainment of certification within six months is a condition of continued employment;
    • Attainment of T-TESS and T-PESS Certification within six months is a condition of continued employment.
  • Experience:
    • Minimum of three years of exemplary teaching experience.
    • Minimum of three years of successful experience as a principal, director, or other similar district supervisory role.

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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