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Director Of Academic Technology Jobs (NOW HIRING)

Wit

Director of Academic Advising

Boston, MA

$45K - $55K/yr

The Director of Academic Advising has a rare opportunity to help launch Wentworth Institute of Technology's new Integrated Advising Collaborative (IAC), an innovative, university-wide model that ...

MPTCS

Director of Academic Operations

Newark, NJ

Director of Academic Operations MISSION: The mission of Marion P. Thomas Charter School is to build ... Lead contingency planning for technology disruptions Instructional Observation and Evaluation ...

UAB NOVA RENT

DIRECTOR-LEARNING TECHNOLOGIES

Birmingham, AL · On-site

$85K - $139K/yr

To participate in the management of and provide direct support for the use of learning technology solutions that enable quality academic experiences and enhance student learning outcomes and student ...

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Director Of Academic Technology information

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$34.5K

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How much do director of academic technology jobs pay per year?

As of Aug 7, 2026, the average yearly pay for director of academic technology in the United States is $86,087.00, according to ZipRecruiter salary data. Most workers in this role earn between $63,000.00 and $102,500.00 per year, depending on experience, location, and employer.

What does a director of academic technology do?

A Director of Academic Technology oversees the integration and effective use of technology in educational environments, typically at colleges, universities, or schools. They collaborate with faculty, IT staff, and administrators to implement digital tools that enhance teaching, learning, and research. Their responsibilities often include developing technology strategies, managing budgets, evaluating new educational technologies, and providing professional development for educators. The Director also ensures that technology initiatives align with the institution's academic goals and help improve student outcomes.

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

AspectDirector Of Academic TechnologyInstructional Coordinator
CredentialsBachelor's or master's in education, technology, or related field; certifications in educational technologyBachelor's or master's in education, curriculum development, or related field; teaching certification often preferred
Work EnvironmentAdministrative offices, educational institutions, overseeing tech integrationSchools, districts, focusing on curriculum and instructional methods
Employer & Industry UsageUniversities, colleges, K-12 schools, education technology companiesPublic and private schools, school districts, educational agencies

The main difference is that the Director Of Academic Technology manages the integration of technology into educational settings, focusing on infrastructure and strategic planning. In contrast, Instructional Coordinators focus on curriculum development and improving instructional methods, often working directly with teachers. Both roles require educational credentials, but their focus areas and responsibilities differ significantly.

How does the director of academic technology typically collaborate with faculty and IT teams to implement new educational tools?

Directors of Academic Technology often serve as a bridge between faculty and IT teams when introducing new educational technologies. They work closely with faculty to understand instructional needs and goals, then partner with IT staff to ensure that chosen tools are compatible with existing infrastructure and meet security standards. Regular meetings, training sessions, and pilot programs are common methods for facilitating smooth adoption and addressing challenges. Effective collaboration ensures technology enhances teaching and learning while minimizing technical issues.

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

To thrive as a Director of Academic Technology, you need expertise in instructional technology, educational leadership, and a strong understanding of curriculum development, usually supported by an advanced degree in education or technology. Familiarity with learning management systems (LMS), instructional design software, and data analytics tools is typically required, along with knowledge of accessibility standards and relevant certifications. Exceptional communication, strategic thinking, and change management skills help foster collaboration among faculty, staff, and IT professionals. These skills are crucial for effectively leading digital transformation initiatives and ensuring technology enhances teaching and learning outcomes.
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What cities are hiring for Director Of Academic Technology jobs? Cities with the most Director Of Academic Technology job openings:
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Director Of Academic Technology jobs near you
Infographic showing various Director Of Academic Technology job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 77% Full Time, 18% Part Time, and 4% Contract. Highlights an 86% Physical, 2% Hybrid, and 12% Remote job distribution, with an average salary of $86,087 per year, or $41.4 per hour.

Director of Academic Support

Great Hearts Academies

Arlington, TX

$37K - $51K/yr

Full-time

Posted 4 days ago

Job description

Job Title: Director of Academic Support

Department:Texas Home Office -Academics
Reports To:Executive Director
Location:Irving, TX
FLSA Status:Exempt, Full-Time

Purpose of the Role

The Director of Academic Support ensures that every academy has the systems, personnel, training, and resources necessary to support struggling students and accelerate academic growth. This role serves as the primary network leader for intervention programs and Multi-Tiered Systems of Support (MTSS), partnering closely with campus leaders and intervention teams to strengthen student achievement through data-driven practices, effective coaching, and consistent implementation of support systems.

The Director of Academic Support works collaboratively with Academic Services, Special Student Services, and academy leadership to build sustainable intervention structures that allow all students to thrive within Great Hearts' classical education model.

Core Outcomes

The Director of Academic Support will be evaluated primarily on the following outcomes:

1. High-Performing Campus Intervention Teamsin both Math and Reading

  • Campus interventionists and MTSS coordinators receive effective coaching and ongoing professional development.
  • Intervention teams consistently implement network expectations and best practices.
  • Intervention staffdemonstrategrowth in effectiveness, leadership, andexpertise.

2. Consistent MTSS Implementation Across the Network

  • All academies effectively implement a common MTSS framework.
  • Campusesutilizeconsistent intervention processes, documentation, and progress-monitoring practices.
  • MTSS systems support academic, behavioral, and social-emotionalstudentneeds.

3. Improved Student Outcomes Through Interventionin both math and reading

  • Students receiving intervention servicesdemonstratemeasurable academic growth.
  • Achievement gaps areidentifiedand addressed throughtimelyand effective support.
  • Campusesregularly usestudent performance data to drive intervention decisions.

4.Improving Tier 1Instruction across theNetwork

5. Effective Support for Priority Campuses

  • New, turnaround, and high-needacademies receive differentiated support.
  • Intervention systems areestablishedquickly and effectively at developing campuses.
  • Campus leaders receive practical coaching and implementation support.

6. Strong Compliance andEffective HB 1416 procedures

  • Intervention and MTSS practices meet all applicable state and federal requirements.
  • Resources, systems, and documentation remain current and effective.
  • Academic support structures are sustainable and scalable as the network grows.

7. Strong Collaboration and Service

  • Campus leaders view the Academic Support Team as a trusted resource and partner.
  • Collaboration between Academics, Special Student Services, and academy leadership is strong and productive.
  • Decisionsremainstudent-centered and aligned with organizational priorities.

Primary Responsibilities:

Lead Network Intervention Programs

  • Provide direct coaching, support, and supervision for campus interventionists, MTSS coordinators, and other academic support personnel.
  • Develop, implement, and refine network-wide intervention systems and best practices.
  • Monitor intervention effectiveness using student achievement data and other performance indicators.
  • Maintain a network resource library of intervention materials, tools, and best practices.
  • Coordinateinterventionsupports fornew, turnaround, and priority campuses.

StrengthenMTSS Systems

  • Lead the development, implementation, and continuous improvement of the network's MTSS framework.
  • Support campuses in implementing academic, behavioral, and social-emotionalsupports.
  • Ensureintervention planning, progress monitoring, and problem-solving processes are consistently implemented across academies.
  • Monitorimplementationfidelity and provide coaching where additional support is needed.
  • Maintain MTSS guidance documents, handbooks, and implementation resources.

Develop Leaders and Build Capacity

  • Train interventionists, MTSS coordinators, instructional leaders, and academy administrators.
  • Facilitate professional development related to intervention, student support, MTSS, and data-informed instruction.
  • Build the capacity of campus leaders to effectively manage intervention programs and support student achievement.
  • Foster a culture of continuous improvement, accountability, and collaboration.

Support School Improvement Efforts

  • Partnerwith campus leadership teams to strengthen academic support systems.
  • Assistcampuses in implementing academic improvement strategies and intervention action plans.
  • Participate in school visits, data reviews, and progress-monitoring meetings.
  • Collaborate with Executive Directors and academic leaders toidentifyand address emerging student achievement needs.
  • Support, but do not directly lead or own, Academic Improvement Plans (AIPs).

Collaborate Across DepartmentsinstrengtheningTier 1 instruction

  • Partner with Academic Services, Special Student Services, Curriculum, Professional Development, Human Resources, and academy leadership teams.
  • Assistin planning intervention staffing structures and resource allocation.
  • Contribute to district improvement initiatives and strategic planning efforts.
  • Stay current on research, trends, and best practices related to intervention, MTSS, and student achievement.

Leadership Competencies:

Servant Leadership

  • Leads through service and support of academies, students, and colleagues.
  • Prioritizes organizational success over personal recognition.

Talent Development

  • Coaches anddevelopsindividuals and teams at varying levels of performance.
  • Buildscapacity through feedback, accountability, and professional development.

Strategic Execution

  • Successfully manages complex initiatives across multiple campuses.
  • Ensuresplans are executed with consistency and follow-through.

Data-Informed Decision Making

  • Usesmultiple sources of student and organizational data to drive decisions.
  • Identifiestrends, opportunities, and areas requiring intervention.

Relationship Building

  • Buildstrust with academy leaders and stakeholders.
  • Communicates clearly, directly, and professionally.

Professionalism and Integrity

  • Demonstrates sound judgment and emotional intelligence.
  • Maintainshigh standardsof reliability, accountability, and ethical leadership.

Qualifications:

Required

  • Bachelor's degree.
  • Minimum of five years of educational leadership experience.
  • Experience implementing and supporting intervention programs, MTSS systems, or school improvement initiatives.
  • Experience coaching, supervising, and developing educators.
  • Demonstrated ability to analyze and act upon student performance data.
  • Ability to travel regularly between campuses.

Preferred

  • Master's degree or higher.
  • Experience as a Headmaster, Principal, Assistant Principal, Dean, or district-level academic leader.
  • Experience supporting multiple schools or leading network-wide initiatives.
  • Interest in and commitment to classical education.

Additional Requirements

  • Ability to travel approximately 30% of the time throughout Great Hearts Texas regions.
  • Ability to obtain andmaintainall required background checks and fingerprint clearances.
  • Commitment to the mission, philosophy, and educational model of Great Hearts Academies

#NI

Employment is contingent upon successful completion of a criminal history background check and fingerprint clearance in accordance with state requirements.

Travel required: May need to travel locally for training and professional development opportunities.

This description reflects management's assignment of essential functions. It does not exclude or restrict the tasks that may be assigned.

Great Hearts Academies is an Equal Opportunity Employer.

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